This document discusses measurement in the psychomotor domain. It defines key terms like psychomotor, domain, and describes the 7 levels in the psychomotor domain according to Francis M. Quinn. These levels progress from basic skills like perception to more advanced skills like adaptation and origination. Common tools for assessing the psychomotor domain are also outlined, including checklists, rating scales, and observation techniques. Checklists provide a simple yes/no evaluation but don't indicate quality, while observation allows immediate feedback but requires more time.

1. MEASUREMENTMEASUREMENT
OFOF
PSYCHOMOTOR DOMAINPSYCHOMOTOR DOMAIN
Developed by: -Developed by: -
PankajPankaj Sharma ISharma Istst
Msc.{Nsg.}Msc.{Nsg.}

2. INTRODUCTIONINTRODUCTION
Education is concerned with the modificationEducation is concerned with the modification
of behavior is what the student should know orof behavior is what the student should know or
be able to do after the teaching – learningbe able to do after the teaching – learning
activity. The realization of educational goal andactivity. The realization of educational goal and
objectives in the educational process is basedobjectives in the educational process is based
on the accuracy of the judgment & inferenceson the accuracy of the judgment & inferences
made by decision the test, measurement andmade by decision the test, measurement and
evaluation has become a part & parcel of everyevaluation has become a part & parcel of every
system of education to determine thesystem of education to determine the
achievement of goals by the students in a givenachievement of goals by the students in a given
period.period.

3. PSYCHOMOTORPSYCHOMOTOR DOMAINDOMAIN
The psychomotor domain is skill based. It isThe psychomotor domain is skill based. It is
steeped in a demonstration and three practicalsteeped in a demonstration and three practical
instructional levels –instructional levels –
Imitation,Imitation,
Practice, andPractice, and
Habit.Habit.

4. PSYCHOMOTORPSYCHOMOTOR DOMAINDOMAIN
Psychomotor skills are classified underPsychomotor skills are classified under
unspecified number of types. They range fromunspecified number of types. They range from
simple skills that don’t require many musclessimple skills that don’t require many muscles
(organs/senses) to be used, the skills that(organs/senses) to be used, the skills that
many muscles are used, and circulation skillsmany muscles are used, and circulation skills
that requires a body-to-body activitythat requires a body-to-body activity
SkillSkill:: The ability to perform kinesthetic activity inThe ability to perform kinesthetic activity in
an easy, precise, harmonious way with thean easy, precise, harmonious way with the
constant changing circumstances.constant changing circumstances.

5. MEANINGMEANING
o MeasurementMeasurement: -Measurement is an act as: -Measurement is an act as
process that involves the assignment of aprocess that involves the assignment of a
numerical index to whatever is being assessed.numerical index to whatever is being assessed.
o PsychomotorPsychomotor: -: - It is related to mental abilities,It is related to mental abilities,
adaptive abilities, general skill and motor skills.adaptive abilities, general skill and motor skills.
Skill is the ability to do something well.Skill is the ability to do something well.
o DomainDomain: - Domain is the area of activity.: - Domain is the area of activity.

6. LEVELSLEVELS
According to Francis M. Quinn PsychomotorAccording to Francis M. Quinn Psychomotor
domain consists of seven levels.domain consists of seven levels.
Level – 1 PerceptionLevel – 1 Perception: -: -
This basic level is concerns with theThis basic level is concerns with the
perception sensory uses that guide actions andperception sensory uses that guide actions and
ranges from awareness of stimuli to translation inranges from awareness of stimuli to translation in
to action.to action.
Action verbsAction verbs - Differentiates, Distinguishes,- Differentiates, Distinguishes,
Identifies, Detect etc.Identifies, Detect etc.
ExEx: -: - Realizes the importance of the internet as aRealizes the importance of the internet as a
powerful source for gathering the information hepowerful source for gathering the information he
needs for his assignment about decubitus ulcer.needs for his assignment about decubitus ulcer.

7. Level –2 SetLevel –2 Set: -: -
Readiness to take a particular type of action.Readiness to take a particular type of action.
It includes mental set (mental set to act),It includes mental set (mental set to act),
physical set (physical readiness to act), andphysical set (physical readiness to act), and
emotional set (willingness to act). Perception isemotional set (willingness to act). Perception is
prerequisite for this level.prerequisite for this level.
VerbsVerbs - Begins, Moves, Reacts, Shows, Starts- Begins, Moves, Reacts, Shows, Starts
etc.etc.
ExEx: -: - Reacts promptly to emergency situationsReacts promptly to emergency situations
during trauma care posting.during trauma care posting.

8. Level – 3 Guided ResponsesLevel – 3 Guided Responses:: --
These refers to the early stages on skillThese refers to the early stages on skill
acquisition where skills are performed followingacquisition where skills are performed following
demonstration by the teacher.demonstration by the teacher.
VerbsVerbs - Carries out, Makes, Performs, Calculates- Carries out, Makes, Performs, Calculates
etc.etc.
Ex: -Ex: - Performs bed making correctly asPerforms bed making correctly as
demonstrated by the teacher.demonstrated by the teacher.

9. Level – 4 mechanismsLevel – 4 mechanisms:: --
At this level the performance has becomeAt this level the performance has become
habitual, but the movements are not sohabitual, but the movements are not so
complex as the next level.complex as the next level.
VerbsVerbs - Carries out, Makes, Performs, Calculates- Carries out, Makes, Performs, Calculates
etc.etc.
ExEx: -: - Calculates the volume of fluid required inCalculates the volume of fluid required in
first day for a patient admitted with 60 % burnsfirst day for a patient admitted with 60 % burns
of weighting 50 kg.of weighting 50 kg.

10. Level – 5 complex overt responsesLevel – 5 complex overt responses: -: -
This level typifies the skilled performanceThis level typifies the skilled performance
and involved economy of effort, smoothnessand involved economy of effort, smoothness
of action, accuracy and efficiency etc.of action, accuracy and efficiency etc.
VerbsVerbs - Carries out, Makes, Performs,- Carries out, Makes, Performs,
Calculates.Calculates.
ExEx: -: - Performs endotracheal intubationsPerforms endotracheal intubations
correctly.correctly.

11. Level – 6 adaptationLevel – 6 adaptation: -: -
Here the skills are internalized to such asHere the skills are internalized to such as
extent that the student can adapt them to caterextent that the student can adapt them to cater
for special circumstances.for special circumstances.
VerbsVerbs - Adapts, Alters, Modifies, Reorganizes- Adapts, Alters, Modifies, Reorganizes
etc.etc.
ExEx: -: - Modifies sterilization techniques accordingModifies sterilization techniques according
to the article to be sterilized.to the article to be sterilized.

12. Level – 7 originationLevel – 7 origination:: --
This is the highest level & concerns theThis is the highest level & concerns the
origination of new movement pattern to suitorigination of new movement pattern to suit
particular circumstances.particular circumstances.
VerbsVerbs - Composes, Creates, Designs, Originates- Composes, Creates, Designs, Originates
etc.etc.
Ex: -Ex: - Designs a splint to restrain the forearm ofDesigns a splint to restrain the forearm of
child who is on I.V. Infusion.child who is on I.V. Infusion.

13. There are three primary taxonomies of theThere are three primary taxonomies of the
psychomotor domainpsychomotor domain::
- Dave, R. (1967).- Dave, R. (1967). Psychomotor domainPsychomotor domain. Berlin: International. Berlin: International
Conference of Educational Testing.Conference of Educational Testing.
Cont…Cont…
LevelLevel DefinitionDefinition PossiblePossible
VerbsVerbs
1.1.
ImitateImitate
Observe a skill and attemptObserve a skill and attempt
to repeat it, or see a finishedto repeat it, or see a finished
product and attempt toproduct and attempt to
replicate it while attending toreplicate it while attending to
an exemplar.an exemplar.
Attempt, copy,Attempt, copy,
duplicate,duplicate,
imitate, mimicimitate, mimic
2.2.
ManipulateManipulate
Perform the skill or producePerform the skill or produce
the product in a recognizablethe product in a recognizable
fashion by following generalfashion by following general
instructions rather thaninstructions rather than
observation.observation.
Complete,Complete,
follow,follow,
play, perform,play, perform,
produceproduce

14. 3.3.
PrecisionPrecision
Independently perform theIndependently perform the
skill or produce the product,skill or produce the product,
with accuracy, proportion,with accuracy, proportion,
and exactness; at an expertand exactness; at an expert
level.level.
AchieveAchieve
automatically,automatically,
excel expertly,excel expertly,
performperform
masterfullymasterfully
4.4.
ArticulationArticulation
Modify the skill or productModify the skill or product
the product to fit newthe product to fit new
situations; combine moresituations; combine more
than one skill in sequencethan one skill in sequence
with harmony andwith harmony and
consistency.consistency.
Adapt, alter,Adapt, alter,
customize,customize,
originateoriginate
5.5.
NaturalizationNaturalization
Completion of one or moreCompletion of one or more
skills with ease and makingskills with ease and making
the skill automatic withthe skill automatic with
limited physical or mentallimited physical or mental
exertion.exertion.
Naturally,Naturally,
perfectlyperfectly

15. Simpson, E. (1972).Simpson, E. (1972). The classification of educational objectivesThe classification of educational objectives
in the psychomotor domain: The psychomotor domainin the psychomotor domain: The psychomotor domain..
Cont…Cont…
LevelLevel DefinitionDefinition PossiblePossible
VerbsVerbs
1.1.
PerceptionPerception
The ability to use sensory cues toThe ability to use sensory cues to
guide physical activityguide physical activity
Distinguish,Distinguish,
identify,identify,
selectselect
2. Set2. Set The readiness to act; requires theThe readiness to act; requires the
learner to demonstrate anlearner to demonstrate an
awareness or knowledge of theawareness or knowledge of the
behaviors needed to carry out thebehaviors needed to carry out the
skillskill
Assume aAssume a
position,position,
demonstratedemonstrate
, show, show
3. Guided3. Guided
responseresponse
The early stage of learning aThe early stage of learning a
complex skill; includes imitation;complex skill; includes imitation;
can complete the steps involvedcan complete the steps involved
in the skill as directedin the skill as directed
Attempt,Attempt,
imitate, tryimitate, try

16. 4.4.
MechanismMechanism
The ability to perform aThe ability to perform a
complex motor skill; thecomplex motor skill; the
intermediate stage ofintermediate stage of
learning a complex skilllearning a complex skill
5. Complex5. Complex
overtovert
responseresponse
The ability to perform theThe ability to perform the
complete psychomotor skillcomplete psychomotor skill
correctlycorrectly
Carry out,Carry out,
operate,operate,
performperform
6. Adaptation6. Adaptation Can modify motor skills to fitCan modify motor skills to fit
a new situationa new situation
Adapt,Adapt,
change,change,
modify,modify,
reviserevise
7.7.
OriginationOrigination
The ability to develop anThe ability to develop an
original skill that replacesoriginal skill that replaces
the skill as initially learnedthe skill as initially learned
Create,Create,
design,design,
originate.originate.

17. Modification of SimpsonModification of Simpson by the University ofby the University of
Mississippi School of EducationMississippi School of Education
Harrow, A. (1972).Harrow, A. (1972). Taxonomy of the psychomotorTaxonomy of the psychomotor
domain. A guide for developing objectives behavioraldomain. A guide for developing objectives behavioral..
NewYork:McKayNewYork:McKay..
LevelLevel DefinitionDefinition PossiblePossible
VerbsVerbs
1. Reflex1. Reflex
movementmovement
Segmental, inter segmental,Segmental, inter segmental,
and supra segmental reflexesand supra segmental reflexes
RespondRespond
2. Basic-2. Basic-
fundamentalfundamental
movementsmovements
Loco motor movements, non -Loco motor movements, non -
loco motor movements,loco motor movements,
manipulative movementsmanipulative movements

18. 3. Perceptual3. Perceptual
abilitiesabilities
Kinesthetic, visual,Kinesthetic, visual,
auditory and tactileauditory and tactile
discrimination anddiscrimination and
coordinated abilitiescoordinated abilities
4. Physical4. Physical
abilitiesabilities
Endurance,Endurance,
strength, flexibility,strength, flexibility,
and agilityand agility
5. Skilled5. Skilled
movementsmovements
Simple, compound,Simple, compound,
and complexand complex
adaptive skillsadaptive skills
Assemble,Assemble,
calibrate,calibrate,
construct,construct,
dissectdissect
6. Non6. Non
discursivediscursive
communicationcommunication
Expressive andExpressive and
interpretiveinterpretive
movementmovement
Arrange,Arrange,
compose,compose,
create,create,
originate, designoriginate, design

19. Tools of assess psychomotor domainTools of assess psychomotor domain
Observation TechniquesObservation Techniques: -: -
The term observational tools and techniquesThe term observational tools and techniques
are not synonymous, although they are usedare not synonymous, although they are used
interchangeably by many persons. Aninterchangeably by many persons. An
observation technique generally implies the useobservation technique generally implies the use
of a particular observational tool such asof a particular observational tool such as ratingrating
scalescale, a, a checklistchecklist, etc. However, the process of, etc. However, the process of
Observing and recording an individual’sObserving and recording an individual’s
behavior is what is meant by the phrasebehavior is what is meant by the phrase
“observation technique”.“observation technique”.

20. Advantages of observationAdvantages of observation:-:-
 Frequent observation of a student’s work and workFrequent observation of a student’s work and work
habits can provide a continuous check on hishabits can provide a continuous check on his
progress.progress.
 Observational data provide teachers with valuableObservational data provide teachers with valuable
supplementary information, much if which couldsupplementary information, much if which could
not be obtained in any other way.not be obtained in any other way.
 The errors or problems, as they arise can beThe errors or problems, as they arise can be
immediately directed and corrective action takenimmediately directed and corrective action taken
quicklyquickly

21. Tools of assess psychomotor domainTools of assess psychomotor domain
Types of observation toolsTypes of observation tools: -: -
i) Checklist.i) Checklist.
ii) Rating scale.ii) Rating scale.
iii) Anecdotal Records.iii) Anecdotal Records.
iv) Critical Incident Technique.iv) Critical Incident Technique.

22. Check listCheck list: -: -
Check list is basically a method of recordingCheck list is basically a method of recording
whether a characteristics is present or absent orwhether a characteristics is present or absent or
whether an action was or was not taken place. Itwhether an action was or was not taken place. It
provides a simple yes – no judgment.provides a simple yes – no judgment.
AdvantagesAdvantages: -: -
-- Checklist is adapted to most subject matter areas.Checklist is adapted to most subject matter areas.
- Checklist is useful in evaluating those learning- Checklist is useful in evaluating those learning
activities that involve a procedure.activities that involve a procedure.
- Process record observations.- Process record observations.
- Checklist objectively evaluates traits or characteristics.Checklist objectively evaluates traits or characteristics.
DisadvantagesDisadvantages: -: -
-- Check list does not indicate quality of performance.Check list does not indicate quality of performance.

23. Construction of checklistsConstruction of checklists: -: -
 While constructing or preparing checklistsWhile constructing or preparing checklists
following points to be kept in mind.following points to be kept in mind.
 Express each item in clear, simple language.Express each item in clear, simple language.
 Avoid negative statements wherever possible.Avoid negative statements wherever possible.
 Make sure that each item is clearly yes or no;Make sure that each item is clearly yes or no;
true it false and the like.true it false and the like.
 Review the items independently.Review the items independently.

24. SL. NO.SL. NO. BEHAVIORSBEHAVIORS YESYES NONO
11 Explain ProcedureExplain Procedure
22 Collect Necessary EquipmentsCollect Necessary Equipments
33 Arranges Equipment for convenientArranges Equipment for convenient
useuse
44 Prepares PatientPrepares Patient
Check list for evaluating of student’sCheck list for evaluating of student’s
performance during surgical dressing.performance during surgical dressing.
Cont..Cont..

25. SL. NO.SL. NO. BEHAVIORSBEHAVIORS YESYES NONO
55 Wash HandsWash Hands
66 Maintains Aseptic TechniqueMaintains Aseptic Technique
77 Removes DressingRemoves Dressing
88 Wash HandsWash Hands
99 Observes Condition of woundObserves Condition of wound
1010 Cleans woundCleans wound
Cont…Cont…

26. SL. NO.SL. NO. BEHAVIORSBEHAVIORS YES or NOYES or NO
1111 Applies DressingApplies Dressing
1212 Remove equipmentRemove equipment
1313 Makes patient comfortableMakes patient comfortable
1414 Completes chartingCompletes charting
1515 Take care of EquipmentTake care of Equipment

27. Rating ScaleRating Scale:: --
Rating scale is a standardized method ofRating scale is a standardized method of
recording, interpretation of behavior, with thisrecording, interpretation of behavior, with this
technique students / individual’s rated on atechnique students / individual’s rated on a
scale from low to high with respect to ascale from low to high with respect to a
particular trait.particular trait.
Types of Rating ScaleTypes of Rating Scale: -: -
 Numerical Rating scale.Numerical Rating scale.
 Graphic Rating scale.Graphic Rating scale.
 Descriptive Rating scale.Descriptive Rating scale.
 Ranking MethodsRanking Methods
Cont…Cont…

28.  Numerical Rating ScaleNumerical Rating Scale: -: -
Numerical rating scale is where the raterNumerical rating scale is where the rater
checks or circles a number to indicate thechecks or circles a number to indicate the
degree to which a characteristic is present.degree to which a characteristic is present.
ExEx: Indicate the degree to which pupil: Indicate the degree to which pupil
contribute to class discussion. The numbercontribute to class discussion. The number
represents the following values.represents the following values.
5 - Outstanding,5 - Outstanding, 4 -above average,4 -above average,
3 -average, 2 - below average, 1 - Poor.3 -average, 2 - below average, 1 - Poor.
 To what extent does the pupil participate inTo what extent does the pupil participate in
class discussion?class discussion?
11 22 33 4 54 5
(circle the number)(circle the number)

29.  Graphic Rating ScaleGraphic Rating Scale: -: -
Ex:Ex:
Direction - place an (X) any where along theDirection - place an (X) any where along the
horizontal line.horizontal line.
 To what extent dies the pupil participate inTo what extent dies the pupil participate in
class discussion?class discussion?
Never seldom occasionally frequently alwaysNever seldom occasionally frequently always

30.  Descriptive Graphic ScalesDescriptive Graphic Scales: -: -
ExEx::
Place an (X) anywhere along the horizontalPlace an (X) anywhere along the horizontal
line and add a comment to clarify your rating.line and add a comment to clarify your rating.
Never Participates Participates as Participate moreNever Participates Participates as Participate more
quiet, passive. much as other than any otherquiet, passive. much as other than any other
group members group membergroup members group member
 Comment:…………………………………………Comment:…………………………………………

31. Ranking MethodsRanking Methods: -: -
In this approach, the pupils being rated areIn this approach, the pupils being rated are
ranked in the order in which the tater estimatesranked in the order in which the tater estimates
those posses the characteristics being judged.those posses the characteristics being judged.
There are modifications of ranking methodsThere are modifications of ranking methods
which are time consuming procedures. Thewhich are time consuming procedures. The
advantage of ranking method is that it requiresadvantage of ranking method is that it requires
the rater to differentiate among pupils beingthe rater to differentiate among pupils being
rated and place them in relative order from highrated and place them in relative order from high
to low.to low.

32. Principles of effective ratingPrinciples of effective rating: -: -
 Only those learning outcomes which can beOnly those learning outcomes which can be
evaluate and stated clearly should beevaluate and stated clearly should be
checked by rating scale.checked by rating scale.
 The characteristics evaluated should beThe characteristics evaluated should be
directly observable.directly observable.
 The characteristics and points on the scaleThe characteristics and points on the scale
should be clearly defined.should be clearly defined.
 Raters should omit rating where they feelRaters should omit rating where they feel
unqualified to judge.unqualified to judge.
 Ratings from several observers should beRatings from several observers should be
combined wherever possible.combined wherever possible.

33. Qualities of a Rating ScaleQualities of a Rating Scale: -: -
Guilbert identify, the qualities for a ratingGuilbert identify, the qualities for a rating
scale. They are -scale. They are -
 Clarity,Clarity,
 Reliance,Reliance,
 Precision variety,Precision variety,
 Objectivity andObjectivity and
 Uniqueness.Uniqueness.

34. Common Errors in Rating: -Common Errors in Rating: -
There are certain factors which causesThere are certain factors which causes
errors in rating.errors in rating.
These factors can be –These factors can be –
 Personal biasPersonal bias
 Generosity ErrorsGenerosity Errors
 Central Tendency ErrorCentral Tendency Error
 Logical ErrorLogical Error
 Halo EffectHalo Effect

35. AdvantagesAdvantages: -: -
 Technically, rating scale is standard device forTechnically, rating scale is standard device for
recording, qualitative & quantitative judgments aboutrecording, qualitative & quantitative judgments about
observed performance.observed performance.
 Rating scale measures, specified outcomes orRating scale measures, specified outcomes or
objectives.objectives.
 Rating scale evaluates personal social development.Rating scale evaluates personal social development.
 Rating scale help teachers to rate their studentsRating scale help teachers to rate their students
periodically on various characteristics such asperiodically on various characteristics such as
punctuality, honesty, cooperativeness, considerationpunctuality, honesty, cooperativeness, consideration
of others & other personality traits.of others & other personality traits.
 A student to rate himself can also use it.A student to rate himself can also use it.
 It can be used with a large number of students.It can be used with a large number of students.
DisadvantagesDisadvantages: -: -
There is a lack of uniformity with which terms areThere is a lack of uniformity with which terms are
interpreted by evaluation.interpreted by evaluation.

36. Anecdotal recordsAnecdotal records: -: -
Anecdotal records are factual description ofAnecdotal records are factual description of
the meaningful incidents & events that thethe meaningful incidents & events that the
teacher has observed in the pupils lives. Eachteacher has observed in the pupils lives. Each
incident should be written down shortly after itincident should be written down shortly after it
happens.happens.
The descriptions may be recorded onThe descriptions may be recorded on
separate card or as running accounts one forseparate card or as running accounts one for
each pupil, on separate pages in a notebook.each pupil, on separate pages in a notebook.

37. AdvantageAdvantage: -: -
 It records incidents of spontaneous behavior onIt records incidents of spontaneous behavior on
natural setting.natural setting.
 It directs the teacher’s attention to a singleIt directs the teacher’s attention to a single
student.student.
 It provides cumulative records of growth andIt provides cumulative records of growth and
development.development.
 It provides cumulative records of growth andIt provides cumulative records of growth and
development.development.
 It can be used as a supplement to quantitativeIt can be used as a supplement to quantitative
data.data.
 The mew members may use these records &The mew members may use these records &
acquaint themselves with the students.acquaint themselves with the students.

38. Disadvantages:Disadvantages: --
 They are time consuming to write.They are time consuming to write.
 When incident are noted and record out ofWhen incident are noted and record out of
context, they may lose their meaning.context, they may lose their meaning.
 The teacher should have practice & trainingThe teacher should have practice & training
making observation & writing anecdotalmaking observation & writing anecdotal
records.records.
 It is less reliable than other than otherIt is less reliable than other than other
observation tools.observation tools.

39. Construction of Anecdotal recordsConstruction of Anecdotal records: -: -
 Anecdotal records of critical incidents thatAnecdotal records of critical incidents that
occur during a student’s clinical experienceoccur during a student’s clinical experience
are quite useful provided focus is on incidentsare quite useful provided focus is on incidents
that reflectthat reflect effective behaviorseffective behaviors andand ineffectiveineffective
behaviorsbehaviors..
 Both types of incidents should be recordedBoth types of incidents should be recorded
briefly.briefly.
 Follow ABC rule in writing anecdotal records.Follow ABC rule in writing anecdotal records.
– AccuracyAccuracy
– BrevityBrevity
– Clarity.Clarity.

40. Format Of Anecdotal RecordsFormat Of Anecdotal Records
Name of the school or college _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Name of the school or college _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Name of the student observed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Name of the student observed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Subject ClassSubject Class
_ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _
Name of the observer Date & PlaceName of the observer Date & Place
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Objective Description _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Objective Description _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Comments of the observer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Comments of the observer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Signature of the observer.Signature of the observer.

41. Critical Incident TechniqueCritical Incident Technique: -: -
Critical incident is a method of assessing theCritical incident is a method of assessing the
student’s analytic and problem – solvingstudent’s analytic and problem – solving
competencies. In the student’s performancecompetencies. In the student’s performance
can be recorded and performance evaluatedcan be recorded and performance evaluated
according to stated criteria.according to stated criteria.
Use of the critical incident technique as aUse of the critical incident technique as a
data gathering mechanism could be similar todata gathering mechanism could be similar to
that of the anecdotal record. Special behavioralthat of the anecdotal record. Special behavioral
objectives would be incident.objectives would be incident.

42. Example of the critical incident techniqueExample of the critical incident technique
Behavioral objectiveBehavioral objective EvaluationEvaluation
-Shares own assessment of-Shares own assessment of
patient need withpatient need with
colleagues in the nursingcolleagues in the nursing
team.team.
-Two critical incident reports-Two critical incident reports
from team conferences.from team conferences.
Criteria for evaluationCriteria for evaluation
-IdentifyIdentify
a. Learner behavior whicha. Learner behavior which
assisted team members inassisted team members in
understanding patientunderstanding patient
needs.needs.
b. Learner behaviors whichb. Learner behaviors which
interfered with the teaminterfered with the team
member’s understanding ofmember’s understanding of
patient needs.patient needs.

43. Summary: -Summary: -
So for we have discussed about meaning ofSo for we have discussed about meaning of
measurement of psychomotor domain, levels ofmeasurement of psychomotor domain, levels of
psychomotor domain, taxonomy of psychomotorpsychomotor domain, taxonomy of psychomotor
domain tools of assessing psychomotor domain likedomain tools of assessing psychomotor domain like
observational checklist, rating scale, anecdotalobservational checklist, rating scale, anecdotal
records, cumulative records, and critical incidentrecords, cumulative records, and critical incident
technique.technique.
Conclusion: -Conclusion: -
Measurement of psychomotor domain is theMeasurement of psychomotor domain is the
important aspects in evaluating students. The tools,important aspects in evaluating students. The tools,
which we have seen here, are very useful for eachwhich we have seen here, are very useful for each
teacher.teacher.