MEASUREMENT

OF
PSYCHOMOTOR
DOMAIN

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

PSYCHOMOTOR DOMAIN
The psychomotor domain is skill based. It is
steeped in a demonstration and three practical
instructional levels
Imitation,
Practice, and
Habit.

PSYCHOMOTOR DOMAIN
Psychomotor skills are classified under
unspecified number of types. They range from
simple skills that dont require many muscles
(organs/senses) to be used, the skills that
many muscles are used, and circulation skills
that requires a body-to-body activity
Skill: The ability to perform kinesthetic activity in
an easy, precise, harmonious way with the
constant changing circumstances.

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

LEVELS
According to Francis M. Quinn Psychomotor
domain consists of seven levels.

Level 1 Perception: This basic level is concerns with the perception

sensory uses that guide actions and ranges from
awareness of stimuli to translation in to action.
Action verbs - Differentiates, Distinguishes,
Identifies, Detect etc.
Ex: - Realizes the importance of the internet as a
powerful source for gathering the information he
needs for his assignment about decubitus ulcer.

Level 2 Set: Readiness to take a particular type of action.

It includes mental set (mental set to act),
physical set (physical readiness to act), and
emotional set (willingness to act). Perception is
prerequisite for this level.
Verbs - Begins, Moves, Reacts, Shows, Starts
etc.
Ex: - Reacts promptly to emergency situations
during trauma care posting.

Level 3 Guided Responses: These refers to the early stages on skill

acquisition where skills are performed following
demonstration by the teacher.
Verbs - Carries out, Makes, Performs, Calculates
etc.
Ex: - Performs bed making correctly as
demonstrated by the teacher.

Level 4 mechanisms: At this level the performance has become

habitual, but the movements are not so
complex as the next level.
Verbs - Carries out, Makes, Performs, Calculates
etc.
Ex: - Calculates the volume of fluid required in
first day for a patient admitted with 60 % burns
of weighting 50 kg.

Level 5 complex overt responses: This level typifies the skilled performance
and involved economy of effort, smoothness
of action, accuracy and efficiency etc.
Verbs - Carries out, Makes, Performs, Calculates.
Ex: - Performs endotracheal intubations
correctly.

Level 6 adaptation: Here the skills are internalized to such as

extent that the student can adapt them to cater
for special circumstances.
Verbs - Adapts, Alters, Modifies, Reorganizes etc.
Ex: - Modifies sterilization techniques according
to the article to be sterilized.

Level 7 origination: This is the highest level & concerns the

origination of new movement pattern to suit
particular circumstances.
Verbs - Composes, Creates, Designs, Originates
etc.
Ex: - Designs a splint to restrain the forearm of
child who is on I.V. Infusion.

There are three primary taxonomies of the psychomotor

domain:
- Dave, R. (1967). Psychomotor domain. Berlin: International
Conference of Educational Testing.

Level
1.
Imitate

Definition

Possible Verbs

Observe a skill and attempt Attempt, copy,

to repeat it, or see a finished duplicate,
product and attempt to
imitate, mimic
replicate it while attending to
an exemplar.

2.
Perform the skill or produce
Manipulate the product in a recognizable
fashion by following general
instructions rather than
observation.

Complete,
follow,
play, perform,
produce

Cont

3.
Precision

Independently perform the

skill or produce the product,
with accuracy, proportion,
and exactness; at an expert
level.

Achieve
automatically,
excel expertly,
perform
masterfully

4.
Articulation

Modify the skill or product

the product to fit new
situations; combine more
than one skill in sequence
with harmony and
consistency.

Adapt, alter,
customize,
originate

5.
Completion of one or more Naturally,
Naturalization skills with ease and making perfectly
the skill automatic with
limited physical or mental
exertion.

 Simpson, E. (1972). The classification of educational objectives

in the psychomotor domain: The psychomotor domain .

Level

Definition

Possible
Verbs

1.
The ability to use sensory cues to Distinguish,
Perception guide physical activity
identify,
select
2. Set

The readiness to act; requires the

learner to demonstrate an
awareness or knowledge of the
behaviors needed to carry out the
skill

Assume a
position,
demonstrate
, show

3. Guided
response

The early stage of learning a

complex skill; includes imitation;
can complete the steps involved
in the skill as directed

Attempt,
imitate, try

Cont

4.
Mechanism

The ability to perform a

complex motor skill; the
intermediate stage of
learning a complex skill

5. Complex
overt
response

The ability to perform the

complete psychomotor skill
correctly

Carry out,
operate,
perform

6. Adaptation Can modify motor skills to fit Adapt,

a new situation
change,
modify,
revise
7.
Origination

The ability to develop an

original skill that replaces
the skill as initially learned

Create,
design,
originate.

Modification of Simpson by the University of

Mississippi School of Education
Harrow, A. (1972). Taxonomy of the psychomotor
domain. A guide for developing objectives behavioral .
NewYork:McKay.
Level

Definition

1. Reflex
movement

Segmental, inter segmental,

and supra segmental reflexes

2. Basicfundamental
movements

Loco motor movements, non loco motor movements,

manipulative movements

Possible
Verbs
Respond

3. Perceptual
abilities

Kinesthetic, visual,
auditory and tactile
discrimination and
coordinated abilities

4. Physical
abilities

Endurance,
strength, flexibility,
and agility

5. Skilled
movements

Simple, compound,
and complex
adaptive skills

Assemble,
calibrate,
construct,
dissect

6. Non
discursive
communication

Expressive and
interpretive
movement

Arrange,
compose,
create,
originate, design

Tools of assess psychomotor domain

Observation Techniques: The term observational tools and techniques
are not synonymous, although they are used
interchangeably by many persons. An
observation technique generally implies the use
of a particular observational tool such as rating
scale, a checklist, etc. However, the process of
Observing and recording an individuals
behavior is what is meant by the phrase
observation technique.

Advantages of observation: Frequent observation of a students work and work

habits can provide a continuous check on his
progress.
Observational data provide teachers with valuable
supplementary information, much if which could
not be obtained in any other way.
The errors or problems, as they arise can be
immediately directed and corrective action taken
quickly

Tools of assess psychomotor domain

Types of observation tools: i) Checklist.
ii) Rating scale.
iii) Anecdotal Records.
iv) Critical Incident Technique.

Check list: Check list is basically a method of recording

whether a characteristics is present or absent or
whether an action was or was not taken place. It
provides a simple yes no judgment.

Advantages: -
- Checklist is adapted to most subject matter areas.
- Checklist is useful in evaluating those learning
activities that involve a procedure.
- Process record observations.
- Checklist objectively evaluates traits or characteristics.

Disadvantages: - Check list does not indicate quality of performance.

Construction of checklists: While constructing or preparing checklists

following points to be kept in mind.
Express each item in clear, simple language.
Avoid negative statements wherever possible.
Make sure that each item is clearly yes or no;
true it false and the like.
Review the items independently.

Check list for evaluating of students

performance during surgical dressing.
SL. NO.

BEHAVIORS

Explain Procedure

Collect Necessary Equipments

Arranges Equipment for convenient

use

Prepares Patient

YES

NO

Cont..

SL. NO.

BEHAVIORS

Wash Hands

Maintains Aseptic Technique

Removes Dressing

Wash Hands

Observes Condition of wound

10

Cleans wound

YES

NO

Cont

SL. NO.

BEHAVIORS

11

Applies Dressing

12

Remove equipment

13

Makes patient comfortable

14

Completes charting

15

Take care of Equipment

YES or NO

Rating Scale: Rating scale is a standardized method of

recording, interpretation of behavior, with this
technique students / individuals rated on a
scale from low to high with respect to a
particular trait.

Types of Rating Scale:

Numerical Rating scale.

Graphic Rating scale.
Descriptive Rating scale.
Ranking Methods
Cont

Numerical Rating Scale: Numerical rating scale is where the rater

checks or circles a number to indicate the
degree to which a characteristic is present.
Ex: Indicate the degree to which pupil
contribute to class discussion. The number
represents the following values.
5 - Outstanding,
4 -above average,
3 -average, 2 - below average,
1 - Poor.
To what extent does the pupil participate in
class discussion?
1
2
3
4
5
(circle the number)

 Graphic Rating Scale: Ex:

Direction - place an (X) any where along the
horizontal line.
To what extent dies the pupil participate in
class discussion?

Never seldom occasionally frequently always

 Descriptive Graphic Scales: Ex:

Place an (X) anywhere along the horizontal
line and add a comment to clarify your rating.

Never Participates
quiet, passive.

Participates as
much as other
group members

Participate more
than any other
group member

Comment:

Ranking Methods: In this approach, the pupils being rated are

ranked in the order in which the tater estimates
those posses the characteristics being judged.
There are modifications of ranking methods
which are time consuming procedures. The
advantage of ranking method is that it requires
the rater to differentiate among pupils being
rated and place them in relative order from high
to low.

Principles of effective rating: Only those learning outcomes which can be

evaluate and stated clearly should be
checked by rating scale.
The characteristics evaluated should be
directly observable.
The characteristics and points on the scale
should be clearly defined.
Raters should omit rating where they feel
unqualified to judge.
Ratings from several observers should be
combined wherever possible.

Qualities of a Rating Scale: Guilbert identify, the qualities for a rating

scale. They are Clarity,
Reliance,
Precision variety,
Objectivity and
Uniqueness.

Common Errors in Rating: There are certain factors which causes

errors in rating.
These factors can be
Personal bias
Generosity Errors
Central Tendency Error
Logical Error
Halo Effect

Advantages: Technically, rating scale is standard device for

recording, qualitative & quantitative judgments about
observed performance.
Rating scale measures, specified outcomes or
objectives.
Rating scale evaluates personal social development.
Rating scale help teachers to rate their students
periodically on various characteristics such as
punctuality, honesty, cooperativeness, consideration of
others & other personality traits.
A student to rate himself can also use it.
It can be used with a large number of students.

Disadvantages: -

There is a lack of uniformity with which terms are

interpreted by evaluation.

Anecdotal records: Anecdotal records are factual description of

the meaningful incidents & events that the
teacher has observed in the pupils lives. Each
incident should be written down shortly after it
happens.
The descriptions may be recorded on
separate card or as running accounts one for
each pupil, on separate pages in a notebook.

Advantage: It records incidents of spontaneous behavior on

natural setting.
It directs the teachers attention to a single
student.
It provides cumulative records of growth and
development.
It provides cumulative records of growth and
development.
It can be used as a supplement to quantitative
data.
The mew members may use these records &
acquaint themselves with the students.

Disadvantages: They are time consuming to write.

When incident are noted and record out of
context, they may lose their meaning.
The teacher should have practice & training
making observation & writing anecdotal
records.
It is less reliable than other than other
observation tools.

Construction of Anecdotal records:

Anecdotal records of critical incidents that

occur during a students clinical experience
are quite useful provided focus is on incidents
that reflect effective behaviors and ineffective
behaviors.
Both types of incidents should be recorded
briefly.
Follow ABC rule in writing anecdotal records.

Accuracy
Brevity
Clarity.

Format Of Anecdotal Records

Name of the school or college _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Name of the student observed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Subject
Class
________
________
Name of the observer
Date & Place
______________
________
Objective Description _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________________
Comments of the observer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
______________________________________________

_______________
Signature of the observer.

Critical Incident Technique: Critical incident is a method of assessing the

students analytic and problem solving
competencies. In the students performance
can be recorded and performance evaluated
according to stated criteria.
Use of the critical incident technique as a
data gathering mechanism could be similar to
that of the anecdotal record. Special behavioral
objectives would be incident.

Example of the critical incident technique

Behavioral objective
Evaluation
-Shares own assessment of -Two critical incident reports
patient need with
from team conferences.
colleagues in the nursing
Criteria for evaluation
team.
-Identify
a. Learner behavior which
assisted team members in
understanding patient
needs.
b. Learner behaviors which
interfered with the team
members understanding of
patient needs.

Summary: So for we have discussed about meaning of

measurement of psychomotor domain, levels of
psychomotor domain, taxonomy of psychomotor
domain tools of assessing psychomotor domain like
observational checklist, rating scale, anecdotal
records, cumulative records, and critical incident
technique.

Conclusion: Measurement of psychomotor domain is the

important aspects in evaluating students. The tools,
which we have seen here, are very useful for each
teacher.