1. 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. perform an act accurately, efficiently,
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. Providing examples of student performance to parents;
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. Purpose is very important in carrying out portfolio assessment.
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. Teachers need 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. Arrange the scales either from positive to negative or vice-versa.
Identify the qualities of the product to be assessed. Create a scale for each quality of performance aspect.
Arrange the scales either from positive to negative or vice-versa.
Write directions 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