Measuring of learning outcomes in effective and psycho motor

1. MEASURING OF LEARNING
OUTCOMES IN AFFECTIVE and
PSYCHOMOTOR DOMAIN

2. Sub Topics
1. Observational Techniques
2. Rating Scales
3. Anecdotal Record
4. Checklists
5. Peer Appraisal
6. Self Reports

3. Observation Method
• “A systematic description of events, behaviors,
and artifacts in the social setting chosen for
study“(Kawulich 2005)
• It’s a description of perceptions from the five
(5) senses of sight, hearing, touch ,taste and
smell to provide a "written photograph" of the
situation under study.
• Unscientific observation is unsystematic; this
is the everyday method.

4. Its types
1. Participant observation
2. Non-Participant observation
3. Structured observation
4. Non- Structured
5. Naturalistic Observation

5. Main Features
• Non-experimental design.
• Absence of independent variable does not
allow any cause and effect relationship.
• Key feature – Standardized plan and
systematic approach to objectively observe
and record behavior.

6. Observational Techniques
• Personal observation
• Mechanical observation
• Trace Analysis
• Content analysis

7. Rating Scales
• A rating scale is a psychiatric measuring
instrument used, to judge and rate a person at
a specified scale level with respect to
identified characteristics.
• Rating scales can help to evaluate the quality
of the behavior of one student or many
students.
It also measure the degree to which a student
exhibits a specified behavior.

8. Usefulness
• These scales are useful when they are
combined with other types of assessment,
such as with data obtained from:
1. Interval Recording
2. Event Recording;

9. An Example of Descriptors in a Rating
Scale
Elliot, Busse, and Greshman (1993) suggested that the
following issues be considered when using rating scales:
1. Ratings are summaries of observations of the relative
frequency of specific behaviors.
2. Ratings of social behavior are judgments affected by one’s
environment and rater’s standards for behavior.
3. The social validity of the behaviors one asses and
eventually treats should be understood.
4. Multiple assessors of the same child’s behavior may agree
only moderately.
5. Many characteristics of a student may influence social
behavior; however the student’s sex is a particularly
salient variable.

10. COMPONENETS OF RATING SCALE
The rating scale has two components:
• Stimulus variable
The stimulus variable consists of trait names
or qualities to be rated.
• Response options
The response options consists of numerical or
descriptive categories.

11. According to Guilford, rating scales
are divided into six categories:
• Numerical rating scales
• Graphic scales
• Percentage rating
• Standard scales
• Scales of cumulated points
• Forced choice scales

12. Numerical Rating Scale (9 types)
1. Extremely disagree
2. Strongly disagree
3. Moderately disagree
4. Mildly disagree
5. Indifferent
6. Mildly agree
7. Moderately agree
8. Strongly agree
9. Extremely agree

13. Example
• More and more countries should join UNO.
Strongly agree Agree Indifferent
Disagree Strongly agree
• Political leaders should obey the directions of
the UNO.
Strongly agree Agree Indifferent
Disagree Strongly agree

14. GRAPHIC RATING SCALE
• The graphic rating scale is the most popular
and widely used rating scale. In one way the
graphic scale may be considered as an
improvement over the numerical scale
because it tends to overcome some of the
difficulties faced with the numerical scale

15. Example
• Mrs. ABC delivers lectures in the class room:
Extremely rapidly Tolerably speed With slow
Sluggishly slowly Extremely rapidly
• In school gossip, she:
Talks necessary Talks easily listen Talks when talking
prefers to abstains from great deal
• The first example illustrate the scale points through a continuous
line
• whereas the second example illustrates the scale points through
broken lines.
In both the examples the scale points have been demonstrated in a
horizontal manner.

16. CONT.
• Limitation of graphic scale is..they provide space
only for the shorter descriptive cues.
• Advantages of graphic scales:-
They have no numerical anchors. As such the rater
experience no confusion arising out of the need
for numerical discrimination.
They are simple, easily administered and quickly
completed by the raters.
• Disadvantage:-
Graphic scales take time and labour in scoring.

17. PERCENTAGE SCALE
• Percentage rating is done whenever the
investigator wants a quick rating with maximum
uniformity from rater to rater. The technique
requires the rater to place the rates among
different specified percentage groups or into
different percentiles or quartiles such as given
below:
• Highest 5 per cent
• Second highest 5 per cent
• Highest 25 percent excluding the top 25 per cent
• Top half but not the top 25 per cent

18. STANDARD SCALE
• Standard scales are not very popular rating
scales for psychological measurement. In it
the rater is presented with some standards
with pre-established scale values. These
standards usually consist of objects of the
same kind e.g: they any be the names of
persons.

19. EXAMPLE
• Scale values Name
• Very high Lt. A
• High Col. B
• Average Brig. C
• Low Lt.D
• Very low Lt.E

20. DO YOU SELF
• IF U HAVE INTREST THEN SEARCH IT

21. ADVATAGES OF RATING SCALE
• Evaluate performance that not readily measure by testing.
• Give more insight on how well/ often the child performed
each task.
• Structured and standardized.
• Easy to compare.
• Encourages equality in treatment.
• Impose standard measure of performance
• Easy to use and understand.
• Forces teacher to make a decision.
• Economical in cost and time.
• Reduce rater bias and subjectivity by using standardized
presentation of questions.

22. BIBLIOGRAPHY
• Singh A.K; Tests, Measurement and research
methods in behavioural sciences; fifth edition-
reprint; bharatibhawan publishers; New Delhi
2009; pg. no. 262-287.