ASSESSMENT IN DANCE

What is Assessment?

Assessment refers to the process of testing and evaluating students to determine

progress towards program goals. It is an important part of any sound program because it helps
teachers to measure students’ current levels of ability, progress, and their own teaching
effectiveness.

A quality assessment model involves:

1. formally stating the instructional objectives (cognitive, psychomotor, affective)
2. pre-assessing the students
3. measuring the achievement of objectives using valid and reliable tests during and
after the delivery of appropriate instructional activities
4. evaluating student progress towards meeting the objectives

What are the principles that guide assessment?

A quality assessment model is based on three principles:

1. Establish appropriate instructional objectives using national, state, and local
standards
or guidelines.
2. Select/use appropriate measures to determine student progress towards meeting
instructional objectives. Assessment can take many forms. Both formal and informal
tools can be used.
3. Develop an evaluation scheme that reflects the attainment of instructional objectives.
While grading is part of the evaluation scheme, it should not be the only outcome.

What Should be Assessed?

Throughout a child’s development there are three domains of learning that exist in
order to educate the whole child. Psychomotor, cognitive, and the affective domains give
meaning to learning.
These are essential in allowing a child to explore the learning environment and obtain as
much information about the world as possible.

What is Authentic Assessment?

A form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills -- JON MUELLER
It focuses on the use of what is learned in real life settings.
Alternative Names for Authentic Assessment
 Performance Assessment (or Performance-based) -- So-called because students
are asked to perform meaningful tasks. ”Performance assessments call upon the examinee to
demonstrate specific skills and competencies, that is, to apply the skills and knowledge they
have mastered." – (RICHARD J. STIGGINS,1987).

This is the other most common term for this type of assessment.
Some educators distinguish performance assessment from AA by defining performance
assessment as performance-based as Stiggins has above but with no reference to
the authentic nature of the task (Meyer, 199).
For these educators, authentic assessments are performance assessments using real-world or
authentic tasks or contexts.
Alternative Assessment -- So-called because AA is an alternative to traditional
assessments. Alternative assessments techniques can be used for all of the learning domains
and are most applicable to using assessment as a “learning experience” that is part of the
instructional process. Most alternative assessment relies heavily on the assessor making a
judgment about some performance. This performance could be about a physical skill or ability,
an affective or cognitive behavior. “Alternative assessment techniques can be applicable to
using assessment as a “learning experience” that is part of the instructional process rather than
something that is “done to” students (Rink, 2006).

Direct Assessment -- So-called because AA provides more direct evidence of meaningful

application of knowledge and skills. if a student does well on a multiple-choice test, we might
infer indirectly that the student could apply that knowledge in real-world contexts, but we
would be more comfortable making that inference from a direct demonstration of that
application such as in the bowling example above.
How is Authentic Assessment similar to/different from Traditional Assessment?

Traditional assessment" (TA) refers to the forced-choice measures of multiple-choice

tests, fill-in-the-blanks, true-false, matching and the like that have been and remain so common
in education.  Students typically select an answer or recall information to complete the
assessment. These tests may be standardized or teacher-created.  They may be administered
locally or statewide, or internationally.
Authentic assessment (AA) springs from the following reasoning and practice:
1. A school's mission is to develop productive citizens.
2. To be a productive citizen, an individual must be capable of performing meaningful tasks in
the real world.
3. Therefore, schools must help students become proficient at performing the tasks they will
encounter when they graduate.
4. To determine if it is successful, the school must then ask students to perform meaningful
tasks that replicate real world challenges to see if students are capable of doing so.
In AA, assessment drives the curriculum.  that is, teachers first determine the tasks that
students will perform to demonstrate their mastery, and then a curriculum is developed that
will enable students to perform those tasks well, which would include the acquisition of
essential knowledge and skills.  this has been referred to as planning backwards (MacDonald,
1992).
ATTRIBUTES OF TA VERSUS AA
Traditional ----------------------------------Authentic
selecting a response -----------------performing a task
contrived --------------------------------real-life
recall/recognition ---------------------construction/application
teacher-structured ------------------- student-structured
indirect evidence -----------------------direct evidence

Rubrics
What is a rubric?

Rubrics are formal systems for deciding how to describe the quality of a variety of
products, activities, processes, and behaviors. These descriptions may be used for formative
feedback, determination of student grades, or data for assessment of performance on a specific
student learning outcome. A rubric is a key that describes varying levels of quality from
excellent to poor for a specific assignment, skill, project, essay, research paper or performance. 

Its purposes are to give informative feedback about works in progress and to give
detailed evaluation of final products.  All rubrics have two features in common: a list of criteria
and gradations of achievement. 

The criteria are chosen to define and guide the teaching and learning.  Rubrics can be
constructed by teachers or collaboratively by students and teachers.  Statistical analysis can be
used to ensure that teachers can distinguish between the specified levels of performance.

Scoring rubrics include one or more dimensions on which performance is rated, definitions and
examples that illustrate the attribute(s) being measured, and a rating scale for each dimension.
Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors.
Components of a Scoring rubrics
Scoring rubrics include one or more dimensions on which performance is rated, definitions and
examples that illustrate the attribute(s) being measured, and a rating scale for each dimension.
Dimensions are generally referred to as criteria, the rating scale as levels, and definitions
as descriptors.
Herman, Backbencher, and Winters distinguish the following elements of a scoring rubric:

 One or more traits or dimensions that serve as the basis for judging the student response
 Definitions and examples to clarify the meaning of each trait or dimension
 A scale of values on which to rate each dimension

Standards of excellence for specified performance levels accompanied by models or examples of each
level
EXAMPLE

1
3
4 2 Missing or
Criteria Meets
Excellent Work Below Expectations Serious
Expectations
Problems

The group
The group
created a dance The group created a The group did
created a
CREATIVITY with similar dance with little or no not show any
dance with
moves as other imagination/creativity creativity at all
uniqueness and
dances
originality

The group
The group The group
danced
danced danced
The group danced completely
GROUP completely together for
somewhat together confused, not
DYNAMICS together most of the
for most of the dance together most
throughout the dance
of the time
dance

RYTHM/TEMPO The group is The group The group shows good The group
outstandingly shows understanding of attempts to
accurate in understanding tempo but periodically keep a rhythm
beat, tempo, of tempo, beat gets off-beat but gets off-
rhythm and by rarely beat and speeds
dance getting off-beat up or falls
sequences or making behind. Does
 errors in not follow beat
rhythm in music
.

Facial No use at all of

Facial
expressions Very little use of facial facial
expressions and
and body expressions and body expressions and
body language
language are language. Did not body language.
are often used
ENTHUSIASM always used to demonstrate much Shows no
to effectuate a
effectuate a interest in the interest at all in
strong interest
strong interest performance. the
and enthusiasm
and performance
enthusiasm.

Types of rubrics
Holistic Rubric 
Rubric consists of a set of descriptors that generate a single, global score for the entire
work. Holistic rubrics assess student work as a whole.
Example
Rubrics for Nature and Concept of Dance
DESCRIPTION
4 Answer to the question was direct. The supporting ideas were sensible and logically
sequenced. Correct grammar was evident.
3 Answer to the question was direct. The supporting ideas were disorganized. Correct
grammar.
2 Indirectly answered the question. Ideas were disorganized. Poor use of grammar.
1 Indirectly answered the question. No supporting ideas.

Analytic Rubric 
Rubric is comprised of a set of focused holistic rubrics for specific components that will
be evaluated independently. These components might be reported separately or they might
be combined to create a global score that is used for determining a grade. Analytic rubrics
identify and assess components of a finished product.

EXAMPLE 2
 Rubrics for the Five (5) Movement Patterns in Hip-Hop

CRITERIA 4 3 2 1
1. Mastery of Masters all the Masters 4 out of Masters only 2- Only 1
movement 5 movement the 5 3 out of the 5 movement
patterns patterns movement movement pattern was
patterns patterns mastered
2. Accurate All 5 movement 4 movement 2-3 movement Only 1
execution of patterns were patterns were patterns were movement
movement executed precisely done executed with pattern was
skills/precision accurately precision executed
accurately
3. Clarity and All step patterns 4 step patterns 2-3 step Step patterns
fluidity of of the of the patterns of the of the
movement skills movement skills movement skills movement skills movement skills
were smooth, were clearly were clear, but were rough,
clearly executed executed with roughly unclearly
with facility and confidence executed with executed with
confidence some much
hesitations hesitations

Components of a rubric
Performance Elements 
Describe the major attributes of the work that will contribute to the overall evaluation.
Category Scale 
Describe the method used to assign work to global categories or to assign points for the
performance element. Points need not be assigned to categories unless you plan to combine
the performance elements to compute an overall grade. If performance elements will be used
as independent assessments of a specific learning outcome, category names without
numerical values will be as useful as point values. If performance elements will be combined
to compute an overall grade, elements can be weighted differently (or varying amounts of
points assigned to categories) so that different elements can contribute more or less to the
overall grade, based on their importance for the assignment.
Descriptors of the criteria used for classifying work or assigning points for an element 
Describe the characteristics of the performance or work that must be present for the
work to be assigned to a given level of achievement. These descriptions may include the
following types of information:

 Descriptions of the general characteristics of work assigned to each level of quality.

  Specific, concrete examples or telltale signs of what to look for at each level of
performance. These examples are useful for providing specific feedback to students
without writing marginal notes. Examples may include characteristics that contribute to
a higher rating (e.g., assertions are always supported with empirical evidence or a cited
work) or common errors that lead to a lower rating (e.g., frequent errors in spelling or
grammar).

Examples of scales describing level of quality:

Below Expectations Meets Expectations Exceeds Expectations

Unacceptable Developing Acceptable Exemplary

Inadequate Barely Adequate Good Exemplary

Exceeds
Unacceptable Marginal Meets Expectations
Expectations

Novice Developing Proficient Expert

Missing or Serious
Below Expectations Meets Expectations Excellent Work
Problems

Below Meets Exceeds

Missing Unacceptable
Expectations Expectations Expectations

 
Scale for evaluating behavioral elements in a rubric (in class, in group activities, as team
members, during a presentation, etc.)

Rarely Sometimes Often Almost Always

 
Steps for constructing a rubric
Step 1: Decide on the 3-6 most important criteria for a particular learning outcome.
 For example, clarity of thought is a key criterion for communication skills.
Step 2: Once you have selected the most important set of criteria, consider the specific
elements you would want to include in your description of each level of performance. In the
communication skills example, as you describe the quality of each level of performance for
clarity of thought, you might refer to several items: how easily understood the arguments were,
whether transitions between points were smooth and effective, whether all terms have been
explained, etc.
Step 3: Decide how many levels of performance you want to include. Ideally, there
should be either 3 or 4 levels of performance. Using fewer than three levels means losing
specificity and nuance in the descriptions. Yet, using more than four levels makes it difficult to
write meaningful descriptors.
Step 4: Decide on the weight you want to give to each criterion and each level of
performance.
For example, a poor performance in a criterion graded out of four might get one mark,
while an exemplary performance might get four marks.
Step 5: Create a table which includes the list of criteria in the left hand column, then add
another three or four columns depending on how many levels of performance you have
chosen. Across the top of the table, you can label each column with a name (i.e., the descriptor)
such as beginner, emergent, adequate, exemplary. For each criterion, assign a number and
enter a description of the attributes describing each level of skill.

ACTIVITY 6
Direction: Review your previous knowledge in dance (Foundations of Dance, Traditional Dances
of the Philippines, and International Dance and Other Dance Forms). Choose any subject matter
or lesson that you intend to teach. ACCOMPLISH THE FOLLOWING:
1. Construct 3-4 behavioral objectives of the chosen subject matter/lesson.
2. Create a scoring rubric to assess the learning.

FOR YOUR REFENCE IN WRITING YOUR BEHAVIORAL OBJECTIVES

Bloom's Revised Taxonomyof Educational Objectives

Table of The Revised Cognitive Domain

Category Example and Key Words (verbs)
R e m e m b e r i ng : Re c a l l pr e vi o us
l e a r n e d i nf or m a t i on.
U nd e r s t an di ng :
C om pr e he ndi ng t he m e a ni ng,
t r a ns l a t i o n, i nt e r p ol a t i o n, a n d
i nt e r p r e t a t i o n of i ns t r uc t i on s
a nd pr o bl e m s . St a t e a pr obl e m
i n on e ' s ow n wo r d s .
A pp l y i n g : U s e a c onc e pt i n a
n e w s i t ua t i on or u npr om p t e d
u s e o f a n a b s t r a c t i o n. A pp l i e s
w ha t w a s l e a r ne d i n t he
c l a s s r oom i nt o n ove l s i t ua t i ons
i n t he wo r k pl a c e .
A na l y z i n g : Se pa r a t e s m a t e r i a l
or c o nc e pt s i nt o c om po ne nt
p a r t s s o t ha t i t s or ga ni z a t i on a l
s t r uc t ur e m a y be un de r s t oo d.
D i s t i ng ui s he s be t we e n f a c t s
a nd i nf e r e n c e s .
E xa m p l e s : Re c i t e a p ol i c y. Q uo t e
pr i c e s f r om m e m o r y t o a c us t om e r .
K no ws t he s a f e t y r ul e s .
K e y W or ds : de f i ne s , de s c r i be s ,
i d e nt i f i e s , kn ow s , l a be l s , l i s t s ,
m a t c he s , n a m e s , out l i ne s , r e c a l l s ,
r e c o gni z e s , r e pr od uc e s , s e l e c t s , s t a t e s .
E xa m p l e s : Re wr i t e s t he pr i nc i pl e s of
t e s t w r i t i n g. E xp l a i n i n on e ' s ow n
w or ds t he s t e p s f o r pe r f or m i n g a
c om pl e x t a s k. Tr a ns l a t e s a n e q ua t i on
i nt o a c om put e r s pr e a ds he e t .
K e y W or ds : c om pr e he nds , c o nv e r t s ,
d e f e nds , di s t i n gui s he s , e s t i m a t e s ,
e xpl a i ns , e xt e n ds , ge n e r a l i z e s , gi v e s a n
e xa m pl e , i nf e r s , i nt e r pr e t s ,
p a r a phr a s e s , pr e di c t s , r e wr i t e s ,
s um m a r i z e s , t r a n s l a t e s .
E xa m p l e s : Us e a m a n ua l t o c a l c ul a t e
a n e m pl o ye e ' s v a c a t i o n t i m e . Ap pl y
l a ws of s t a t i s t i c s t o e va l ua t e t he
r e l i a bi l i t y of a wr i t t e n t e s t .
K e y W or ds : a p pl i e s , c h a n ge s ,
c om p ut e s , c o ns t r uc t s , de m o ns t r a t e s ,
di s c ove r s , m a ni p ul a t e s , m odi f i e s ,
o pe r a t e s , pr e di c t s , pr e p a r e s , pr od uc e s ,
r e l a t e s , s h ow s , s ol v e s , us e s .
E xa m p l e s : Tr ou bl e s ho ot a pi e c e o f
e qui pm e nt b y u s i n g l o gi c a l de du c t i o n.
R e c og ni z e l o gi c a l f a l l a c i e s i n
r e a s o ni ng.   Ga t he r s i nf or m a t i o n f r om a
d e pa r t m e nt a nd s e l e c t s t h e r e qui r e d
t a s ks f or t r a i ni ng.
K e y W or ds : a n a l yz e s , br e a ks do wn ,
c om p a r e s , c o nt r a s t s ,   di a gr a m s ,
d e c o ns t r uc t s , di f f e r e nt i a t e s ,

E va l u at i ng : M a ke j u dg m e nt s
a bo ut t h e va l ue of i de a s or
materials.
C r e at i ng : Bu i l d s a s t r uc t ur e or
p a t t e r n f r om di ve r s e e l e m e nt s .
P ut pa r t s t o ge t h e r t o f or m a
w ho l e , wi t h e m pha s i s on
c r e a t i ng a ne w m e a n i n g or
s t r uc t ur e .
Affective Domain
Category
R e c e i vi ng P he no m e n a :
A wa r e ne s s , w i l l i ng ne s s t o he a r ,
s e l e c t e d a t t e n t i o n.
di s c r i m i na t e s , di s t i ng ui s he s , i de nt i f i e s ,
i l l us t r a t e s , i nf e r s , o ut l i ne s , r e l a t e s ,
s e l e c t s , s e pa r a t e s .
E xa m p l e s : Se l e c t t he m os t e f f e c t i ve
s ol ut i on. Hi r e t h e m o s t q ua l i f i e d
c a nd i da t e . E xp l a i n a n d j u s t i f y a n e w
b ud ge t .
K e y W or ds : a p pr a i s e s , c om pa r e s ,
c onc l u de s , c o nt r a s t s , c r i t i c i z e s ,
c r i t i q ue s , de f e n ds , d e s c r i be s ,
di s c r i m i na t e s , e va l ua t e s , e xpl a i n s ,
i nt e r p r e t s , j us t i f i e s , r e l a t e s ,
s um m a r i z e s , s u pp or t s .
E xa m p l e s : W r i t e a c om pa ny op e r a t i on s
or pr oc e s s m a nu a l . D e s i gn a m a c hi ne
t o pe r f or m a s p e c i f i c t a s k. I nt e gr a t e s
t r a i ni ng f r om s e ve r a l s ou r c e s t o s ol ve a
pr ob l e m . R e v i s e s a nd pr o c e s s t o
i m p r o ve t he o ut c om e .
K e y W or ds : c a t e go r i z e s , c om bi ne s ,
c om pi l e s , c om p os e s , c r e a t e s , d e vi s e s ,
d e s i gns , e x pl a i ns , ge n e r a t e s , m odi f i e s ,
or ga ni z e s , pl a n s , r e a r r a nge s ,
r e c o ns t r uc t s , r e l a t e s , r e or ga ni z e s ,
r e vi s e s , r e wr i t e s , s um m a r i z e s , t e l l s ,
writes.
Example and Key Words
(verbs)
E xa m p l e s : Li s t e n t o o t he r s w i t h
r e s pe c t . L i s t e n f or a nd r e m e m be r
t h e n a m e o f ne wl y i nt r o du c e d
p e o pl e .

R e s po nd i n g t o P he no m e na :
A c t i ve pa r t i c i pa t i o n o n t h e pa r t of
t h e l e a r ne r s .   A t t e nd s a n d r e a c t s t o
a pa r t i c ul a r p he nom e no n. L e a r ni ng
o ut c om e s m a y e m p ha s i z e
c om pl i a n c e i n r e s po ndi ng,
w i l l i ng ne s s t o r e s p on d, o r
s a t i s f a c t i o n i n r e s po ndi ng
( m ot i v a t i o n) .
V al ui ng : Th e w or t h or v a l ue a
p e r s on a t t a c he s t o a pa r t i c ul a r
o bj e c t , p he n om e no n, o r
b e ha vi or .   T hi s r a n ge s f r om s i m p l e
a c c e pt a nc e t o t h e m or e c om pl e x
s t a t e o f c o m m i t m e nt .   V a l ui n g i s
b a s e d o n t h e i nt e r n a l i z a t i o n of a
s e t of s pe c i f i e d v a l u e s , w hi l e
c l ue s t o t he s e va l ue s a r e e x pr e s s e d
i n t he l e a r ne r ' s o ve r t be ha vi or a n d
a r e of t e n i de nt i f i a bl e .  
O r ga ni z at i on : Or ga ni z e s v a l u e s
i nt o p r i or i t i e s by c o nt r a s t i n g
di f f e r e nt va l ue s , r e s ol vi ng
c onf l i c t s be t we e n t he m , a n d
c r e a t i ng a n u ni que va l ue s ys t e m .   E xp l a i n s t h e r ol e of s y s t e m a t i c
K e y W or ds : a s ks , c ho os e s ,
d e s c r i be s , f ol l o ws , gi v e s , hol ds ,
i d e nt i f i e s , l oc a t e s , na m e s , p oi n t s
t o, s e l e c t s , s i t s , e r e c t s , r e pl i e s ,
uses.
E xa m p l e s :   Pa r t i c i pa t e s i n c l a s s
di s c us s i on s .   G i v e s a pr e s e n t a t i on.
Q ue s t i ons ne w i de a l s , c onc e pt s ,
m o de l s , e t c . i n o r de r t o f ul l y
u nd e r s t a n d t he m . K no w t he s a f e t y
r u l e s a n d pr a c t i c e s t he m .
K e y W or ds : a n s w e r s , a s s i s t s , a i ds ,
c om pl i e s , c on f or m s , di s c u s s e s ,
gr e e t s , he l ps , l a b e l s , p e r f or m s ,
pr a c t i c e s , pr e s e n t s , r e a d s , r e c i t e s ,
r e por t s , s e l e c t s , t e l l s , w r i t e s .
E xa m p l e s :   De m o ns t r a t e s be l i e f i n
t h e d e m oc r a t i c pr oc e s s .   I s s e n s i t i ve
t o wa r d s i n di vi du a l a nd c ul t ur a l
di f f e r e nc e s ( va l ue d i ve r s i t y) .
S ho ws t h e a b i l i t y t o s ol v e
pr ob l e m s .   Pr op os e s a p l a n t o s oc i a l
i m p r o ve m e nt a nd f ol l ow s t h r o ug h
w i t h c om m i t m e n t . I nf or m s
m a na ge m e nt o n m a t t e r s t ha t on e
f e e l s s t r o ngl y a bo ut .
K e y W or ds : c om pl e t e s ,
d e m o ns t r a t e s , di f f e r e nt i a t e s ,
e xpl a i ns , f ol l ow s , f or m s , i ni t i a t e s ,
i n vi t e s , j oi ns , j us t i f i e s , pr o po s e s ,
r e a ds , r e p or t s , s e l e c t s , s h a r e s ,
s t udi e s , w or ks .
E xa m p l e s :   Re c o gni z e s t he ne e d
f o r ba l a n c e be t w e e n f r e e dom a nd
r e s p ons i bl e be ha vi or .   Ac c e pt s
r e s p ons i bi l i t y f or o ne ' s b e ha vi o r .
T he e m p ha s i s i s on c om pa r i ng,
r e l a t i n g, a nd s y nt he s i z i ng va l ue s .   pr ob l e m s .   Ac c e pt s pr of e s s i o na l
I nt e r n al i z i ng
v al u e s ( c h a r a c t e r i z a t i o n) : Ha s a
v a l u e s y s t e m t ha t c o nt r ol s t h e i r
b e ha vi or .   T he be ha v i or i s
p e r v a s i ve , c on s i s t e nt , p r e d i c t a bl e ,
a nd m os t i m por t a nt l y,
c ha r a c t e r i s t i c of t he
l e a r n e r .   I n s t r uc t i ona l ob j e c t i ve s
a r e c o nc e r n e d wi t h t h e s t ude nt ' s
g e ne r a l pa t t e r ns of a dj u s t m e nt
( p e r s on a l , s oc i a l , e m ot i on a l ) .
Psychomotor Domain
Category
pl a n ni n g i n s ol vi n g
e t hi c a l s t a nd a r d s .   C r e a t e s a l i f e
pl a n i n h a r m o ny wi t h a bi l i t i e s ,
i nt e r e s t s , a nd be l i e f s . Pr i or i t i z e s
t i m e e f f e c t i v e l y t o m e e t t h e ne e d s
of t he or ga ni z a t i on, f a m i l y, a n d
self.
K e y W or ds : a d he r e s , a l t e r s ,
a r r a n ge s , c om bi n e s , c om pa r e s ,
c om pl e t e s , de f e n ds , e xpl a i n s ,
f o r m ul a t e s , ge ne r a l i z e s , i d e nt i f i e s ,
i nt e gr a t e s , m o di f i e s , or de r s ,
or ga ni z e s , p r e p a r e s , r e l a t e s ,
s ynt he s i z e s .
E xa m p l e s :     Sh ow s s e l f - r e l i a nc e
w he n wo r ki ng
i n de pe nde nt l y.   C oo pe r a t e s i n gr o up
a c t i vi t i e s   ( di s pl a ys t e a m w or k) .
U s e s a n o bj e c t i ve a p pr o a c h i n
pr ob l e m s ol vi ng.   Di s pl a ys a
pr of e s s i on a l c o m m i t m e nt t o e t hi c a l  
pr a c t i c e o n a da i l y b a s i s . Re vi s e s
j u dgm e nt s a nd c ha ng e s b e h a vi or i n
l i g ht of n e w e vi de nc e . Va l u e s
p e o pl e f or w ha t t h e y a r e , n ot ho w
t h e y l oo k.
K e y W or ds : a c t s , di s c r i m i na t e s ,
di s pl a ys , i nf l ue nc e s , l i s t e ns ,
m o di f i e s , p e r f or m s , pr a c t i c e s ,
pr op os e s , q ua l i f i e s , qu e s t i on s ,
r e vi s e s , s e r v e s , s ol v e s , v e r i f i e s .
Example and Key Words
(verbs)
P e r c e p t i o n ( aw ar e n e s s ) : Th e
a bi l i t y t o us e s e n s or y c ue s t o
g ui d e m ot or a c t i vi t y.   Th i s r a ng e s
f r om s e ns or y s t i m u l a t i on, t hr o ug h
c ue s e l e c t i o n, t o t r a n s l a t i on.
S e t : R e a di n e s s t o a c t .   I t i nc l ude s
m e nt a l , ph ys i c a l , a nd e m ot i on a l
s e t s . T he s e t hr e e s e t s a r e
di s p os i t i on s t h a t pr e de t e r m i ne a
p e r s on' s r e s p ons e t o di f f e r e nt
s i t ua t i on s ( s om e t i m e s c a l l e d
m i n ds e t s ) .
G ui d e d Re s p on s e : Th e e a r l y
s t a ge s i n l e a r ni n g a c om pl e x s ki l l
t h a t i n c l u de s i m i t a t i on a n d t r i a l
a nd e r r or . Ad e q ua c y of
p e r f o r m a nc e i s a c hi e ve d b y
pr a c t i c i n g.
M e c h an i s m ( b as i c pr of i c i e n c y) :
T hi s i s t h e i nt e r m e di a t e s t a ge i n
l e a r ni ng a c o m pl e x s ki l l .   Le a r n e d
Ex am pl e s :   D e t e c t s no n- v e r b a l
c om m uni c a t i on c ue s . E s t i m a t e w he r e
a ba l l w i l l l a nd a f t e r i t i s t h r o wn
a n d t h e n m ovi ng t o t h e c or r e c t
l oc a t i o n t o c a t c h t h e b a l l . A dj us t s
he a t of s t o ve t o c o r r e c t t e m p e r a t ur e
by s m e l l a n d t a s t e of f o od. Ad j us t s
t he he i ght of t h e f o r ks on a f o r kl i f t
by c om pa r i ng wh e r e t he f or ks a r e i n
r e l a t i on t o t he p a l l e t .
K e y Wo r d s : c ho os e s , d e s c r i be s ,
de t e c t s , di f f e r e nt i a t e s ,
di s t i ng ui s he s , i de nt i f i e s , i s ol a t e s ,
relates, selects.
Ex am pl e s :   K no ws a nd a c t s up on a
s e q ue nc e of s t e p s i n a
m a n uf a c t ur i ng pr oc e s s . R e c og ni z e
on e ' s a bi l i t i e s a n d l i m i t a t i on s .
Sh ow s de s i r e t o l e a r n a ne w pr o c e s s
( m ot i va t i on) . NO TE : T hi s
s u bdi vi s i on of P s y c h om ot or i s
c l o s e l y r e l a t e d wi t h t h e
“ R e s po ndi ng t o p he nom e na ”
s u bdi vi s i on of t h e A f f e c t i v e d om a i n.
K e y Wo r d s : b e gi ns , di s pl a y s ,
e x pl a i ns , m ove s , pr oc e e d s , r e a c t s ,
s h ow s , s t a t e s , vol un t e e r s .
Ex am pl e s :   P e r f or m s a m a t he m a t i c a l
e q ua t i on a s d e m o ns t r a t e d. F ol l o ws
i ns t r uc t i on s t o bui l d a m od e l .
Re s p on ds ha n d- s i g na l s of i ns t r uc t or
wh i l e l e a r ni n g t o op e r a t e a f or kl i f t .
K e y Wo r d s : c opi e s , t r a c e s , f ol l ow s ,
r e a c t , r e pr o du c e , r e s p on ds
Ex am pl e s :   U s e a p e r s ona l
c om put e r .   R e p a i r a l e a ki n g f a uc e t .
r e s p ons e s ha v e b e c o m e h a bi t ua l
a nd t he m ove m e nt s c a n b e
p e r f o r m e d w i t h s om e c o nf i d e n c e
a nd pr of i c i e nc y.
C om pl e x O ve r t Re s p on s e
( Ex pe r t ) : T he s ki l l f ul
p e r f o r m a nc e of m o t or a c t s t ha t
i n vol ve c om pl e x m o ve m e nt
p a t t e r ns .   Pr of i c i e nc y i s i nd i c a t e d
b y a qui c k, a c c ur a t e , a n d hi ghl y
c oor di n a t e d pe r f or m a n c e ,
r e qui r i n g a m i ni m um of
e ne r gy.   Th i s c a t e g or y i n c l u de s
p e r f o r m i n g w i t h out he s i t a t i on,
a nd a ut om a t i c pe r f or m a n c e .   F or
e xa m pl e , p l a y e r s a r e of t e n ut t e r
s ou nds of s a t i s f a c t i on or
e xpl e t i v e s a s s o on a s t he y hi t a
t e nni s ba l l or t hr ow a f o ot ba l l ,
b e c a us e t he y c a n t e l l b y t h e f e e l
of t he a c t wh a t t he r e s ul t wi l l
pr od uc e .
A da pt at i on : S ki l l s a r e we l l
d e ve l o pe d a n d t h e i n di vi du a l c a n
m o di f y m o ve m e nt pa t t e r ns t o f i t
s pe c i a l r e qui r e m e nt s .
O r i gi n at i on : Cr e a t i ng ne w
m o ve m e nt pa t t e r n s t o f i t a
p a r t i c ul a r s i t u a t i o n o r s p e c i f i c
Dr i ve a c a r .
K e y Wo r d s : a s s e m bl e s , c a l i br a t e s ,
c o ns t r uc t s , di s m a nt l e s , di s pl a y s ,
f a s t e ns , f i xe s , gr i n ds , h e a t s ,
m a ni pul a t e s , m e a s ur e s , m e nd s ,
m i xe s , or ga ni z e s , s ke t c he s .
Ex am pl e s :     M a ne uv e r s a c a r i nt o a
t i gh t pa r a l l e l pa r ki ng s pot . Op e r a t e s
a c o m p ut e r qui c kl y a n d a c c u r a t e l y.
Di s pl a ys c om pe t e nc e w hi l e pl a yi ng
t he pi a no.
K e y Wo r d s : a s s e m bl e s , b ui l d s ,
c a l i br a t e s , c on s t r u c t s , di s m a nt l e s ,
di s pl a ys , f a s t e ns , f i xe s , gr i nd s ,
he a t s , m a ni p ul a t e s , m e a s ur e s ,
m e n ds , m i xe s , or ga ni z e s , s k e t c he s .
NO TE : T he Ke y W or d s a r e t he s a m e
a s M e c ha ni s m , but wi l l ha ve a d ve r bs
or a dj e c t i ve s t ha t i nd i c a t e t h a t t h e
pe r f or m a nc e i s qui c ke r , be t t e r , m or e
a c c ur a t e , e t c .
Ex am pl e s :     R e s po nd s e f f e c t i ve l y t o
un e x pe c t e d e x pe r i e nc e s .   M odi f i e s
i ns t r uc t i on t o m e e t t h e n e e d s of t he
l e a r ne r s . P e r f o r m a t a s k wi t h a
m a c hi ne t ha t i t w a s not or i gi na l l y
i nt e nd e d t o d o ( m a c hi ne i s no t
da m a ge d a nd t he r e i s no da n ge r i n
pe r f or m i ng t he ne w t a s k) .
K e y Wo r d s : a da pt s , a l t e r s , c ha ng e s ,
r e a r r a n ge s , r e o r ga ni z e s , r e vi s e s ,
va r i e s .
Ex am pl e s :     C on s t r uc t s a n e w
t he or y. De ve l o ps a ne w a nd
c om pr e he ns i v e t r a i ni ng
 pr ob l e m . L e a r ni ng out c om e s
e m ph a s i z e c r e a t i v i t y ba s e d up on
hi ghl y d e v e l o pe d s ki l l s .
Other Psychomotor Domain Taxonomies
Dave's (1975):
Category
I m i t at i on   — O bs e r vi n g a n d
p a t t e r ni n g b e h a vi or a f t e r
s om e one e l s e . Pe r f or m a n c e
m a y b e of l ow q ua l i t y.
M ani pu l at i o n   — Be i n g a bl e t o
p e r f o r m c e r t a i n a c t i on s b y
m e m or y or f ol l o wi ng
i n s t r u c t i o ns .
P r e c i s i o n   — R e f i ni n g,
b e c o m i n g m or e e xa c t .
P e r f or m i n g a s ki l l wi t hi n a
hi gh de gr e e of pr e c i s i on
pr o gr a m m i n g. C r e a t e s a ne w
gym na s t i c r out i ne .
K e y Wo r d s : a r r a n ge s , b ui l d s ,
c om bi n e s , c om p os e s , c on s t r u c t s ,
c r e a t e s , de s i gn s , i ni t i a t e , m a k e s ,
or i gi na t e s .
Example and Key Words (verbs)
Ex am pl e s :   C op yi ng a w or k of a r t .
Pe r f or m i ng a s ki l l w hi l e o bs e r vi ng a
de m on s t r a t or .
K e y Wo r d s : c op y, f ol l o w, m i m i c , r e pe a t ,
r e pl i c a t e , r e pr o du c e , t r a c e
Ex am pl e s :   B e i ng a bl e t o p e r f or m a s ki l l
on on e ' s ow n a f t e r t a ki ng l e s s on s or
r e a di n g a bo ut i t . F ol l ow s i n s t r uc t i ons t o
bui l d a m od e l .
K e y Wo r d s : a c t , e x e c ut e , pe r f or m
Ex am pl e s :   W or ki ng a n d r e wo r ki ng
s om e t hi ng, s o i t wi l l be “ j us t r i g ht . ”
Pe r f or m a s ki l l or t a s k w i t h out a s s i s t a nc e .
De m o ns t r a t e a t a s k t o a be gi n ne r .
K e y Wo r d s : c a l i br a t e , de m ons t r a t e ,
m a s t e r , pe r f e c t i o ni s m
A r t i c ul at i on   — C oo r di na t i ng
a nd a da pt i n g a s e r i e s o f
a c t i o ns t o a c hi e ve h a r m on y
a nd i nt e r na l c o ns i s t e n c y.
N at ur al i z at i on   — M a s t e r i ng a
hi gh l e v e l p e r f o r m a n c e unt i l i t
b e c o m e s e c o nd - na t ur e or
n a t ur a l , w i t h out ne e di ng t o
t hi nk m uc h a bo ut i t .
Harrow's (1972):
Category
R e f l e x M ov e m e nt s   — R e a c t i o ns
t h a t a r e n ot l e a r ne d, s uc h a s a
i n vol un t a r y r e a c t i o n
F un da m e nt al M ov e m e nt s —
B a s i c m o ve m e nt s s u c h a s
w a l ki n g, or gr a s pi ng.
P e r c e p t u al A bi l i t i e s   —
R e s po ns e t o s t i m ul i s uc h a s
vi s u a l , a u di t or y, ki n e s t he t i c , or
t a c t i l e di s c r i m i n a t i o n.
P hy s i c al A bi l i t i e s ( f i t ne s s )   —
S t a m i na t h a t m u s t b e d e ve l op e d
f o r f ur t he r de ve l opm e nt s uc h a s
s t r e n gt h a n d a g i l i t y.
S ki l l e d m o ve m e nt s   —
Ex am pl e s :   C om bi ni ng a s e r i e s of s ki l l s t o
pr o du c e a vi de o t ha t i nv ol ve s m us i c ,
dr a m a , c ol or , s o un d, e t c . Co m bi ni n g a
s e r i e s o f s ki l l s o r a c t i vi t i e s t o m e e t a
no ve l r e q ui r e m e nt .
K e y Wo r d s : a da pt , c o ns t r uc t s , c r e a t e s ,
m odi f i e s
Ex am pl e s :     M a ne uv e r s a c a r i nt o a t i g ht
pa r a l l e l pa r ki n g s pot . Op e r a t e s a c om pu t e r
qui c kl y a nd a c c ur a t e l y. Di s pl a ys
c om pe t e nc e w hi l e pl a yi ng t he p i a n o.
M i c ha e l J or da n pl a yi ng ba s ke t ba l l or
Na nc y L op e z hi t t i ng a gol f ba l l .
K e y Wo r d s : d e s i gn, de v e l o pm e nt
Example and Key Words (verbs)
E xa m p l e s :   i ns t i nc t i ve r e s po ns e
K e y W or ds : r e a c t , r e s po nd
E xa m p l e s :   pe r f or m a s i m pl e t a s k
K e y W or ds : gr a s p a n d o bj e c t , t hr ow a
ball, walk
E xa m p l e s :   t r a c k a m ovi ng obj e c t ,
r e c o gni z e a pa t t e r n
K e y W or ds : c a t c h a ba l l , dr a w or
write
E xa m p l e s :   ga i n s t r e n gt h, r un a
m a r a t h on
K e y W or ds : a gi l i t y, e nd ur a nc e ,
s t r e n gt h
E xa m p l e s :     Us i n g a n a d va nc e d s e r i e s
A dv a n c e d l e a r ne d m ove m e nt s a s
o ne wo ul d f i n d i n s p or t s or
a c t i n g.
N o di s c u r s i ve
c om m u ni c at i on   — Us e
e f f e c t i ve bo dy l a n gua ge , s uc h a s
g e s t ur e s a n d f a c i a l e xp r e s s i o ns .
of i nt e gr a t e d m ov e m e nt s , pe r f or m a
r o l e i n a s t a ge pl a y or pl a y i n a s e t of
s e r i e s i n a s p or t s ga m e .
K e y W or ds : a d a pt , c on s t r uc t s ,
c r e a t e s , m o di f i e s  
E xa m p l e s :     Ex pr e s s one ' s s e l f by
u s i n g m o ve m e nt s a n d g e s t ur e s
K e y W or ds : i nt e r pr e t a t i on