FAST 1433 Assessment Methods for Psychomotor Domain Hazlina

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

• • • • 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

• 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.

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

Includes physical movement, movement coordination, 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, speed precision, precision distance, distance procedures, procedures or techniques in execution. Involves physical actions and skills, skills some manipulation of materials and objects, objects or some act which requires a neuromuscular coordination

Psychomotor skills ing w a dr sw im min g wr itin swimming Gross motor skills – Fine motor skills - involved in movement and coordination of the arms, legs, and other large body parts and movements. involved in smaller movements that occur in the wrists, hands, fingers, and the feet and toes. cu ng walki g pitching ttin g typ ing

P 1 Perception P 2 Set P 3 Guided Response P 4 Mechanism P 5 Complex Overt Response P 6 Adaptation P 7 Origination Simple Complex

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

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

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

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

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

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

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

P 1 Students are able to identify correct tools to carry out the experiment. P 2 Students are able to respond to instructions accordingly. P 3 Students are able to follow the steps as written in the lab manual. P 4 Students are able to calibrate the equipment before starting the experiment with ease. P 5 Students are able to organize various tasks quickly and accurately. In a typical science lab session… P 6 Requires observation or face-to-face P 7 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.

P 1 Students are able to identify correct tools to carry out the analysis on test subject. P 2 Students are able to respond to test subject’s response accordingly. In a typical counseling session… P 3 Requires observation or face-to-face Students are able to reproduce the steps taken according to standard operating procedures. P 4 Students are able to to organize the procedure before starting the task without being instructed. P 5 Students are able to manipulate various responses of test subject accurately. P 6 Students are able to adapt to all changes pertaining to analyses execution. P 7 Students are able to create a new set of analyses that will produce the same responses.

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

• P 3 -P 7 Best assessed in a face-toface situation • • Effectively observed through videos, demonstrations, or with pictures of each step in the sequence. For P 1 and P 2, can be assessed using lab report or written lab test. Grading can be done by using: e. g. q checklist To differentiate from COGNITIVE q rating scale learning domain!! q rubrics

Taxonomy level Assessment methods Teaching delivery

Assessment tools (e. g. for Lab Practical Test) CLO 2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO 2 – P 3] P 1

CLO 2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO 2 – P 3] P 2

CLO 2: Displays technical skills as performed in lab practicals and explains them in the form of written lab reports. [PLO 2 – P 3] P 3

*Please see handouts provided

*Please see handouts provided

Apply what you have learned on your own course If you have any doubts or enquiries, Contact Us or you can refer to: School’s OBE To. T appointed Programme Chair Deputy Dean (Academic and Student Affairs)

• • Center for Academic Planning, Development and Quality (2017) UMT Outcome-Based Education Handbook, Penerbit UMT, Terengganu. Ministry of Higher Education Malaysia (2016) i. CGPA 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 http: //www. nwlink. com/~donclark/hrd/Bloom/ps ychomotor_domain. html Check out these videos:

*Please see handouts provided

*Please see handouts provided

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