This document discusses methods of assessing learning in the psychomotor and affective domains. It describes the levels of psychomotor learning as imitation, manipulation, and precision. Assessment approaches discussed include observation of student performance, evaluation of student products, and portfolios. Rating scales, checklists, and rubrics are presented as tools to measure the acquisition of skills.

1. An introduction to the
assessment of Learning in
the Psychomotor and
Affective Domains
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

2. Levels of learning in the psychomotor
Domain
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

3. The Psychomotor domain of learning is focused on process and skills involving the mind
and the body. (Eby and Kojuwa, 1994).
It is the domain of which classifies objectives dealing with physical movements and
coordination (Arends, 1994; Simpson, 1966).
Thus, objectives in the psychomotor domain require significant motor performance.
Playing a musical instrument, singing a song, drawing, dancing, putting a puzzle together.
Reading a poem and presenting a speech are examples of skills developed in
aforementioned domain of learning.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

4. The levels of psychomotor learning
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

5. Imitation
is the ability to carry out the basics rudiments of a skill when
given directions and under supervision.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

6. Manipulation
is the ability to perform a skill
independent.

7. Precision
It’s the ability to
perform an act accurately, efficiently,
and harmoniously.

8. Observation of students Performance
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

9. Is an assessment approach in which learner does the desire skill in the
presence of the leader. For instance in physical education class.
The teacher can directly observe how male students dribble and shoot
the basketball.
Observation performance can either be holistic or atomistic. (Louisell
and Descamps, 1992).
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

10. Holistic
Observation is employed when the teacher gives a score or feedback based
on pre-established prototypes of how an outstanding, average, of
deficient looks.
Prototype
is designed to test and trial a new design to enhance precision by system
analysts and users. Prototyping serves to provide specifications for a
real, working system rather than a theoretical one.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

11. Atomistic or analytic
This type of observation requires that a task analysis be
conducted in order to identify the major subtask involved
in the students performance.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

12. Evaluation of students Products
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

13. Evaluation of students Products
Another approach that teacher can use in the assessment of
students mastery of skills.
Example:
Projects in different learning areas may be utilized in
assessing students progress. Student products include
drawings, models, construction paper products, etc.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

14. Assessing Performance through Student Portfolios
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

15. Portfolio assessment is a new form of
assessing students performance
(Mitchell, 1992). It is used in the
classroom to gather a series of students
performances or products that shows
accomplishments and/or improvement
over time.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

16. Wolf (1989) says that portfolio can be used for the following purposes:
- Providing examples of student performance to parents;
- Showing student improvement over time;
- Providing a record of students’ typical performances to pass on the
next year’s teacher;
- Identifying areas and curriculum that need improvement;
- Encouraging students to think about what constitutes a good
performance in learning areal; and
- Grading students.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

17. According to Airisian (1994), there are four steps to consider
in making use of this type of performance assessment.
1. establishing a clear purpose.
2. setting performance criteria.
3. creating an appropriate setting.
4. forming scoring criteria or predetermined rating.
Purpose is very important in carrying out
portfolio assessment.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

18. Teachersneed to collaborate with their colleagues in setting
a common criterion, it is crucial that they involve their
students in setting of performance.
Portfolio assessment also needs to consider the setting in
which students performance will be gathered.
Lastly,scoring methods and judging students performance
are required in portfolio assessment.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

19. Tools for Measuring acquisition of Skills
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

20. Tools for Measuring acquisition of Skills
As pointed out previously, observation of student
performance and evaluation of student products are ways
by which teachers can measure the student’s acquisition of
motor and oral skills.
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

21. Rating Skills
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

22. Rating Skills
Is nothing but a series of categories that is arranged in order of
quality. It can be helpful in judging skills, products, procedures.
According to Reyes (2000), there are three steps to follow in
constructing a rating scale.

23. - Identifythe qualities of the product to be assessed.
Create a scale for each quality of performance aspect.
- Arrangethe scales either from positive to
negative or vice-versa.
- Writedirections for accomplishing the rating
scale.

24. Rating scale for lesson Presentation
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

25. Student Teacher ________________ Date _____
Subject ____________________
Rate the student teacher on each of the skill areas
specified below. Use the following code:
5 = Outstanding
4 = very satisfactory
3 = satisfactory
2 = fair
1 = Needs improvement
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

26. RUBRICS
Audience contact
Enthusiasm
Speech quality and delivery
Involvement of the audience
Use-non verbal communication
Use of questions
Directions of reinforcement
Use of teaching aids and instructional materials
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

27. Checklist
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

28. Checklist
Differs from a rating as it indicates the presences or absence
of specified characters.
It is basically a list of criteria upon which a students
performance or end product is to be judged
Checklist is used by simply checking off the criteria items that
have been met.
_________ Displays interest in the experiment
_________ Helps in setting up the experiment
_________Participates in the actual conduct of the
experiment.
________Makes worthwhile suggestions
An introduction to the assessment of Learning in the Psychomotor and Affective Domains

29. An introduction to the assessment
of Learning in the Psychomotor
and Affective Domains
Reported By:
Miguel Angelo Rosales
BSED-Filipino