1. Assessment Methods for Psychomotor Domain
FAST 1433:
Assessment Methods for Psychomotor Domain
Hazlina Ahamad Zakeri, Nazli Aziz, Nor Hayati Ibrahim, Shahreza Md Sheriff

2. Introduction
Training Outcomes
What is Psychomotor Domain?
Level of Taxonomy
Aligning LOs with Level of Taxonomy
Assessment Methods
Assessment Tools
Example: A Course That Assessed Psychomotor
Activity
What’s Next?
References/Independent Readings
Reflection
Takeaway

3. Apart from the cognitive and affective learning domains, the students can also be assessed using the psychomotor domain.
Thus, this module is to provide overview of the assessment methods addressed by psychomotor domain.
This module is only meant to guide the lecturers on how to apply the psychomotor domain for their own course.
The lecturers can be creative in designing their own assessments.
The assessments mentioned are not rigid but they are flexible as long as they are aligned to the intended learning outcomes.

4. At the end of the module, participants will be able to:
identify and differentiate between the level of psychomotor domain; and,
choose suitable psychomotor assessment methods and tools for their own course according to the CLO

5. Includes physical movement, coordination, and use of motor-skills (Simpson, 1972).
Links mental activity with physical movements, skills, and reactions to environmental stimuli.
Development of skills requires practise and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
Involves physical actions and skills, some manipulation of materials and objects, or some act which requires a neuromuscular coordination.

6. Psychomotor skills
writing
drawing
swimming
swimming
Gross motor skills – involved in movement and coordination of the arms, legs, and other large body parts and movements.
Fine motor skills - involved in smaller movements that occur in the wrists, hands, fingers, and the feet and toes.
cutting
typing
walking
pitching

7. Complex Overt Response
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination P1 P2 P3 P4 P5 P6 P7
Simple
Complex

8. Identifies types of microorganism observed through the microscope.
Detects the ingredients of food based on taste.
e.g.

9. e.g. Displays correct steps in washing hands after meals.
Reacts to instructions on searching for informations in the internet.

10. e.g. Follows the manual in performing dilution of samples.
Reproduces the steps in CPR as demonstrated.

11. e.g. Measures the length of the material with precision.
Fixing the flat tyre with ease.

12. Displays a skilful techniques in playing the violin.
e.g.
Displays a skilful techniques in playing the violin.
Mends the broken equipment quickly and accurately.

13. Changes how to play tennis to counteract opponent’s style.
e.g.
Changes how to play tennis to counteract opponent’s style.
Modifies the technique in pH determination from using pH meter to litmus paper when the pH meter breaks down.

14. Constructs a new mathematical equation.
e.g.
Designs a new virtual reality programme.
Constructs a new mathematical equation.

15. In a typical science lab session…
Students are able to identify correct tools to carry out the experiment.
Students are able to respond to instructions accordingly.
Students are able to follow the steps as written in the lab manual.
Students are able to calibrate the equipment before starting the experiment with ease.
Students are able to organize various tasks quickly and accurately.
Students are able to modify the techniques pertaining to changes in tasks execution.
Students are able to design a new set of experiments that will produce the same result. P1 P2 P3 P4 P5 P6 P7
Requires observation or
face-to-face

16. In a typical counseling session…
Students are able to identify correct tools to carry out the analysis on test subject.
Students are able to respond to test subject’s response accordingly.
Students are able to reproduce the steps taken according to standard operating procedures.
Students are able to to organize the procedure before starting the task without being instructed.
Students are able to manipulate various responses of test subject accurately.
Students are able to adapt to all changes pertaining to analyses execution.
Students are able to create a new set of analyses that will produce the same responses. P1 P2 P3 P4 P5 P6 P7
Requires observation or
face-to-face

17. Psychomotor learning can be included in the following contents:
Lab courses
Vocational courses
Physical education courses
Training using specified equipment such as computers, projectors, videos etc.
Industrial training
Mini project
Final Year Research Project
Written report

18. Best assessed in a face-to-face situation
P3-P7
Effectively observed through videos, demonstrations, or with pictures of each step in the sequence.
For P1 and P2, can be assessed using lab report or written lab test.
Grading can be done by using:
checklist
rating scale
rubrics
e.g.
To differentiate from COGNITIVE learning domain!!

23. Teaching delivery
Assessment methods
Taxonomy level

24. Assessment tools (e.g. for Lab Practical Test)
CLO2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO2 – P3] P1

25. CLO2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO2 – P3] P2

26. CLO2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO2 – P3] P3

27. *Please see handouts provided

28. *Please see handouts provided

29. Apply what you have learned on your own course
Contact Us
If you have any doubts or enquiries,
or you can refer to:
School’s OBE ToT appointed
Programme Chair
Deputy Dean (Academic and Student Affairs)

30. Check out these videos:
Center for Academic Planning, Development and Quality (2017) UMT Outcome-Based Education Handbook, Penerbit UMT, Terengganu.
Ministry of Higher Education Malaysia (2016) iCGPA Rubric Learning Outcomes Assessment Guide. Ministry of Higher Educaton, Putrajaya.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon House.
Clark, D. (2015, January 12). Retrieved December 29, 2017, from
Check out these videos:

31. *Please see handouts provided

32. *Please see handouts provided

33. Dr. Hazlina Ahamad Zakeri
Contact The Team:
Dr. Hazlina Ahamad Zakeri
Dr. Nor Hayati Ibrahim
Dr. Shahreza Md Sheriff
Dr. Nazli Aziz