Downloaded 113 times
Uploaded byKing Ayapana
An introduction to the assessment of learning in the psychomotor and affective domains
This document discusses assessment in the psychomotor and affective domains. It outlines 3 levels in the psychomotor domain - imitation, manipulation, and precision - which involve developing physical skills from basic imitation to unconscious mastery. Two common ways to measure psychomotor skills are observation of student performance and assessing performance through student portfolios over time. The affective domain also has levels involving how students receive, respond to, value, and commit to ideas. Common tools to evaluate affective learning include attitude scales, questionnaires, checklists, semantic differentials, and Likert scales.
More Related Content
Similar to 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
- 1. An Introduction to theAssessment of Learning in the Psychomotor and Affective Domains
- 2. Levels in Psychomotor Domain It is focused on the processes and skills involving mind and body. It also uses physical movement and coordination
- 3. (3) Levels OfPsychomotor Domain Imitation Manipulation Precision
- 4. Imitation • Is theability to carry out a basic rudiments of a skill when given directions and under supervision. At this level the total act is not performed skillfully. Timing and coordination of the act are not yet refined.
- 5. Manipulation • Is theability to perform a skill independently. The entire skill can be performed in sequence. Conscious effort is no longer needed to perform the skill, but complete accuracy has not been achieved yet.
- 6. Precision • Is theability to perform an act accurately , efficiently. And harmoniously. Complete coordination of the skill has been internalized to such extent that it can be performed unconsciously.
- 7. Measuring the Acquisition ofMotor and Oral Skills
- 8. (2) Approaches in MeasuringMotor and Oral Skills Observation of Student Performance Assessing Performance through student Portfolios
- 9. Observation of Student Performance Is an assessment approach which learner does the desired skill in the presence of the teacher
- 10. Holistic or Atomistic Observationand Evaluation of Student Products Holistic- is mployed when the teacher gives a score or feedback based on pre- established prototypes of how an outstanding, average, or deficient performance looks.
- 11. Atomistic or Analytical- itrequires that a task analysis be conducted in order to identify the major subtasks involved in the student performance.
- 12. Evaluation of Student Products-is another approach that teacher can use in the assessment of students mastery level.
- 13. Assessing Performance through student Portfolios
- 14. Port Folios Isa new form assessing students performance It is a collection of the students work. It is used in the classroom to gather a series of students performances or products that show their accomplishment and/or improvement over time.
- 15. Purposes of usingPort Folios Providing Examples of student performances to parents. Showing students improvement overtime Providing a record of students typical performances to pass on to the next years teacher Identifying areas of the curriculum that need improvement
- 16. Encouraging students tothink about what constitutes good performance in a learning area Grading Students
- 17. Tools for Measuring Acquisitionof Skills
- 18.
- 19. Levels in theAffective Domain •Receiving •Responding •Valuing •Commitment
- 20. Evaluating Affective Learning • Attitude scale • Questionanaire • Checklist • Semantic Differential • Likert scale