Module 3 - Assessment of Learning 2

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bambang, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED 8-2S-2021-2022
College: College of Teacher Education

Campus: Bambang
DEGREE PROGRAM BSED / BPE COURSE NO. PROFED 8

SPECIALIZATION Science, English COURSE
Assessment of Learning 2
Mathematics TITLE
YEAR LEVEL 3RD YEAR TIME FRAME 3 hrs WK NO. IM NO. 3
I. UNIT TITLE/CHAPTER TITLE: Psychomotor Assessment
II. LESSON TITLE:
A. Taxonomy in the Psychomotor Domain

B. Psychomotor Learning Competencies
C. Development of Assessment Tools
III. LESSON OVERVIEW:
Still on the Bloom’s taxonomy, we shall be dealing with the third domain of learning – psychomotor
domain. The psychomotor domain includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The psychomotor domain is one of the assessments
that must be carried out by the teacher in addition to assessing the cognitive and affective domains.
Accordingly, the structuring of individualized teaching and learning paths depends of the early
identification of psychomotor problems in childhood.1 The observation in the motor field is based on a
careful analysis of the child, which is achieved by using specific techniques and adequate tools of
observation. In the motor field, observation is a complex process that is not based on scientific traditions
established in schools, where the docimology2 has mainly looked to other disciplines.
IV. DESIRED LEARNING OUTCOMES:
At the end of the lesson, the students are expected to:
1. explain the meaning of assessing learning outcomes in the psychomotor domain;

2. know and understand the domain in three models – Dave’s, Simpson’s and Harrow’s taxonomy;
3. cite the methods and tools for assessing learning in the psychomotor domain; and
4. develop assessment tools to measure learning in the psychomotor domain.
V. LESSON CONTENT
A. The Taxonomy of Psychomotor Domain
The third and final domain of Bloom’s Taxonomy is the psychomotor domain. The psychomotor model
focuses on physical movement, coordination, and anything related to motor skills. It is characterized by
progressive levels of behaviors from observation to mastery of a physical skill, thus encompassing of the ability
1
Viscione, I. et al. (2017). Psychomotor assessment in teaching and educational research. Athens Journal of Education 4(2), 169 – 177.
10.30958/aje.4-2-5
2 a treatise on the art of testing
NVSU-FR-ICD-05-00 (081220) Page 1 of 10

“In accordance with Section 185, Fair Use of a Copyrighted Work of Republic Act 8293, the copyrighted works included in this
material may be reproduced for educational purposes only and not for commercial distribution.”
IM No.: PROFED 8-2S-2021-2022
to use motor skills that includes physical movement, reflex and coordination to develop techniques in execution,
in accuracy and time.
Several different taxonomies exist. The most common and earliest of these is Bloom’s Taxonomy,
adapted more recently by Anderson, et al. However, there are other versions of psychomotor domain taxonomy.
It has been revised over the years by Dave (1970), Simpson (1972) and Harrow (1972). Dave’s is probably the
most commonly referenced and used psychomotor domain interpretation. However, each has its uses and
advantages.
The Dave’s taxonomy was first published 1970, citing the works of Robert Armstrong and included five
levels: 1) imitation; 2) manipulation; 3) precision; 4) articulation; 5) naturalization. These tiers represent different
degrees of performing a skill from exposure to mastery. Bloom's Psychomotor Domain focuses on skills
development, specifically the physical aspects of accomplishing a task.
Two years later, Anita Harrow (1972) proposed a revised version with six levels: 1) reflex movements; 2)
fundamental movements; 3) perceptual abilities; 4) physical abilities; 5) skilled movements; 6) non-discursive
communication. This model is concerned with the development of physical fitness, dexterity, agility, and body
control and focuses on varying degrees of coordination from reflexes to highly expressive movements.
That same year, Elizabeth Simpson (1972) created a taxonomy that progresses from observation to
invention. The taxonomy includes: a) reflex movements; b) basic fundamental movements; c) perceptual abilities;
d) physical abilities; e) skilled movements; and f) non-discursive communication.
In general, the following are psychomotor skills which can be measured:3
Measures of psychomotor performance found across many frameworks include attributes such as
precision, accuracy, speed, and consistency, as well as physical abilities such as strength, flexibility, balance,
and stamina.
B. Affective Learning Competencies
1. Dave’s Taxonomy
Table 1 shows the details of Dave’s Taxonomy levels, categories, behaviors description and some verbs
that used in objectives formulation. Dave’s psychomotor domain as described in the table above is probably the
most commonly referenced and used psychomotor domain interpretation.
3 Hill, K.L., Fadel, C. & Bialik, M. (2018). Psychomotor skills for the 21st century: What should students learn? Retrieved from
https://curriculumredesign.org/wp-content/uploads/Psychomotor-Skills-CCR-May2018.pdf

IM No.: PROFED 8-2S-2021-2022
Table 1
Dave’s Taxonomy
Examples of activity or
Level Category Behaviors description demonstration and evidence to Some verbs
be measured
1 Imitation Student observing and Watch teacher or trainer and Copy, follow,
copying someone else repeat action, process and replicate, repeat,
activity adhere
2 Manipulation Reproduce activity from Carry out task from written or Re-create, build,
instruction or memory verbal instruction perform, execute,
implement
3 Precision Execute skill reliably; Perform a task or activity with Demonstrate,
independent of help expertise and to high quality complete, show,
without assistance or instruction; perfect, calibrate,
able to demonstrate an activity to control
other learners
4 Articulation Two or more skills Relate and combine associated Construct, solve,
combined, sequenced and activities to develop methods to combine,
performed consistently. meet varying, novel requirements coordinate,
Adapt and integrate integrate, adapt,
expertise to satisfy a non- develop,
standard objective formulate, modify,
master
5 Naturalization Two or more skills Define aim, approach and Design, specify,
combined, sequenced and strategy for use of activities to manage, invent,
performed consistently and meet strategic need project, manage.
with ease. Automated
unconscious mastery of
activity
2. Simpson’s Taxonomy
Simpson built this taxonomy on the work of Bloom and others. This version is particularly useful if we
take adults out of their comfort zones, because it addresses sensory, perception, and preparation issues. Also,
it is appropriate for other types of adult development. In such cases, Simpson’s model would be more
appropriates than Dave’s.
Simpson’s interpretation of the psychomotor domain differs from Dave’s chiefly because it contains extra
two levels prior to the initial imitation or copy stage. However, the first 2 levels of Simpson’s ‘Perception’ and
‘Set’ stage are incorporated within the first ‘Imitation’ level of Dave’s, assuming that you are dealing with fit and
healthy people (probably adults rather than young children), and that ‘getting ready’ or ‘preparing oneself’ is part
of the routine to be taught, learned or measured. If not, then the most comprehensive Simpson’s version might
help ensure that these two prerequisites for physical task development are checked and covered. As such, the
Simpson model version is probably preferable than the Dave model for the development of young children.

IM No.: PROFED 8-2S-2021-2022
Table 2
Simpson’s Taxonomy
Level Category Behaviors description demonstration and evidence to Some verbs
be measured
1 Perception Awareness-sensory cues Use and/or selection of senses to Recognize,
guide motor activity absorb data for guiding distinguish, notice,
movement touch, hear, feel
2 Set Readiness Mental, physical or emotional Arrange, prepare,
preparation before experience or get set
task
3 Guided Attempt Imitate or follow instruction, trial Imitate, copy,
response and error follow, try
4 Mechanism Basic proficiency- Competently respond to stimulus Make, perform,
intermediate stage in for action shape, complete
learning a physical skill.
5 Complex Expert proficiency Execute a complex process with Coordinate, fix,
Overt expertise demonstrate
Response
6 Adaptation Adaptable proficiency- Alter response to reliably meet Adjust, integrate,
movements can be modified varying challenges solve
for a special situation
7 Origination Create proficiency Develop and execute new Design, formulate,
integrated responses and modify, re-design,
activities trouble-shoot
3. Harrow’s Taxonomy
Harrow’s interpretation of the psychomotor domain is strongly biased towards the development of
physical fitness, dexterity, agility, and control of the physical ‘body’, to a considerable level of expertise. As such
the Harrow model is more appropriate to the development of young children’s bodily movement, skills, and
expressive movement than, say, the development of a corporate trainee’s keyboard skills.
By the same token, Harrow model would be perhaps more useful for the development of adult public
speaking or performance than Simpson’s or Dave’s, because the Harrow model focuses on the translation of
physical and bodily activity into meaningful expression. Emotional influence on others is implied by only Harrow
model of the three Psychomotor Domain models. Bloom’s taxonomy is a wonderful reference model for all
involved in teaching, training, learning, coaching- in design, delivery, and evaluation of these development
methods. At its basic level the taxonomy provides a simple, quick, and easy checklist to start to plan any type of
personal development. It helps to open up possibilities of all aspects of the subject or need concerned, and
suggests a variety of the methods available for delivery of teaching and learning.
As with any checklist, it also helps to reduce the risks of overlooking some vital aspects of the
development required. Each domain detailed elements in Bloom’s taxonomy added reference information for
evaluation and design of learning, whether for whole organization, large students or trainees’ group, syllabus or
program, entire course, single lesson, session, or activity, or training need. Taxonomy of Bloom’s is continuously
evolving, through the work of academics following in the footsteps of Bloom’s early associates, as a fundamental
concept for the development of formalized education across the world.

IM No.: PROFED 8-2S-2021-2022
Table 3
Harrow’s Taxonomy
Level Category Behaviors description demonstration and Some verbs
evidence to be measured
1 Reflex movements Involuntary reaction Respond physically React, respond
instinctively
2 Basic fundamental Basic simple Alter position, move, Grasp, walk, stand,
movements movement perform simple action throw
3 Perceptual Basic response Use than one ability in Catch, write, explore,
abilities response to different distinguish using senses
sensory perceptions
4 Physical abilities Fitness Develop strength, Endure, maintain,
endurance, agility, control repeat, increase,
improve, exceed
5 Skilled Complex operations Execute and adapt Drive, build, juggle, play
movements advanced, integrate a musical instrument,
movements craft
6 Non-discursive Meaningfully Activity expresses Express and convey
communication expressive activity or meaningful interpretation- feeling and meaning
output body language through movement and
actions
C. Development of Assessment Tools
The assessment process will be easier if assisted by the existence of an instrument that supports the
assessment of the psychomotor domain of students. The tool is very much needed because it can facilitate the
teacher in measuring students' psychomotor skills authentically. The following are some of the more commonly
used procedures with the indication of their main functions:
1. Informal observation
This includes any assessment tool that involves directly observing students as they utilize the skills taught
in the class and the evaluation of student work that was produced by directly using the skills taught in the class.
The strength of this assessment form is that it provides direct measures of students’ skills and can involve real
problems similar to which students exposed in the professional training of the discipline. This method may have
reliability and/or validity problems unless good rubrics are used since evaluation of student work of some types
may have a strong subjective component. The method may be used during instruction and alerts the too many
specific guidance ways for student learning. The ongoing observations and instructional decisions are a basic
means of improving student learning.
The observation assessment method works well for assessment of psychomotor skills (use of laboratory
equipment, population demonstration capabilities, etc.). However, it required careful implementation in order to
make it easier to produce quantitative data for outcomes assessment reporting.
2. Performance Assessment
This method is needed when performance skills are not adequately assessed by paper –and–pencil tests
alone. Ongoing performance skills observation and adjustment is usually obtained by using checklist, rating scale
or holistic scoring rubric. Performance assessment purpose is to direct the observation toward the most important
elements of the performance and to provide information for judgments decision.
The task of performance may be restricted to fit a specific and limited skill or extended to a comprehensive
performance that includes numerous specific skills. Effective performance assessments should be performed
in systematic approach and follow the following outline steps.

IM No.: PROFED 8-2S-2021-2022
a. Specifying the performance outcomes.

b. Selecting the focus of the assessment – Assessing the procedure and assessing the product.
c. Selecting appropriate degree of realism.
d. Selecting the performance situation: [Paper-and-pencil performance, Identification test, Structured
performance test, simulated performance, Work sample, and Extended research project]
e. Selecting the method of observing, recording, and scoring.
The common procedures used are: a) systematic observation and anecdotal records; b) checklists; c)
rating scale; and d) scoring rubrics. Special care must be taken to improve the objectivity, reliability, and
meaningfulness of the results.
3. Simulation
It may be considered as a performance assessment method. This reflects that subject matter experts
concerns that traditional and selected response item formats measure knowledge, but not performance.
Simulation have been implemented in various testing programs based on belief that fidelity is as important a
feature of assessment as reliability and that the realistic challenges they pose increase their acceptability to
examinees and content experts and enhance examination validity. Research has shown that it is feasible to
develop assessments that produce scores that meet reasonable psychometric criteria for validity and reliability.
Evaluation of psychomotor domain by simulation focuses on more comprehensive set of skill tests on a broad
range.
Tools for Assessing Psychomotor Domain
Different levels of competence testing need a using of multi and variable assessment instruments.
Assessment of psychomotor domain can be achieved by using a tool that assess the levels of ‘’ shows how’’ and
‘’does’’. Thus, the tools that may be used to assess this domain are:
1. Checklist
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. As one of its advantages, checklist
is adapted to most subject matter areas. It is also useful in evaluating those learning activities that involve a
procedure. Process-record observations objectively evaluates traits or characteristics. However, check list does
not indicate quality of performance.
While constructing or preparing checklists, the 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.
✓ Review the items independently.

IM No.: PROFED 8-2S-2021-2022
2. Rating scale
Rating scale is a standardized method of recording, interpretation of behavior. With this technique,
students / individuals are rated on a scale from low to high with respect to a particular trait.
Types of Rating Scale
a. 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.
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? Circle the number
1 2 3 4 5
b. Graphic Rating scale
c. Descriptive Rating scale
Place an (X) anywhere along the horizontal line and add a comment to clarify your
rating.
Never Participates Participates much as other than any

other group members
Comment:
d. Ranking Methods
In this approach, the pupils being rated are ranked in the order in which the rater estimates those
who posses the characteristics being judged. There are modifications of ranking 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 rated and place them in relative
order from high to low.
Principles of effective rating:

• Only those learning outcomes which can be evaluated 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.

IM No.: PROFED 8-2S-2021-2022
• Raters should omit rating where they feel unqualified to judge.

• Ratings from several observers should be combined, wherever possible.
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, and halo effect.
3. Anecdotal records
Anecdotal records are factual description of the meaningful incidents and 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.
Advantages:
• It records incidents of spontaneous behavior on natural setting.
• It directs the teacher’s attention to a single student.
• It provides cumulative records of growth and development.
• It can be used as a supplement to quantitative data.
• The new members may use these records and 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 and training making observation and 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 student’s clinical experience are quite
useful provided focus is on incidents that reflect effective and ineffective behaviors. Both types of
incidents should be recorded briefly. Follow ABC rule in writing anecdotal records. Accuracy– Brevity –
Clarity
4. Critical incident technique
Critical incident is a method of assessing the student’s analytic and problem – solving competencies.
Student’s performance can be recorded and performance evaluated according to stated criteria. It composes set
of procedures used for collecting direct observations of human behavior that have critical significance and meet
methodically defined criteria. These observations are then kept track of as incidents, which are then used to

IM No.: PROFED 8-2S-2021-2022
solve practical problems. 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.
Why use the technique? It …

✓ provides an opportunity for teachers to clarify or reframe some misguided or preconceived ideas
about students learning and the teaching process
✓ provides an opportunity to use examples from their own practice to become aware of their values
and beliefs
✓ provides a deeper and more profound level of reflection because it goes beyond a detailed
description on an event to analysis and reflection on meaning
✓ alows teachers to identify underlying assumptions that directed their actions
✓ helps teachers connect theory to practice through use of authentic settings
✓ small group and online dialogue helps students share their points of view in a manner that
enriches and expands internal conversations
✓ helps students better understand and participate in the social rubric of the school
The use of this technique though is marked by possible selectivity or subjectivity, time consuming and
may not include routine tasks.
Sample framework of a simple critical incident technique:4
4
Hall, J.M. & Townsend, S.D.C. (2017). Using critical incidents and E-Portfolios to understand the emergent practice of Japanese
student-teachers of English. Teaching and Teacher Education, 62, 1-9, https://doi.org/10.1016/j.tate.2016.10.017.

IM No.: PROFED 8-2S-2021-2022
Another example5:
VI. LEARNING ACTIVITIES
VII. ASSIGNMENT (incorporated in lesson playlist)
VIII. EVALUATION (incorporated in lesson playlist)
IX. REFERENCES
Alobaidi, A. H. (2020). Assessment of the psychomotor domain. Aalborg Academy Journal of Medical Sciences
(AAJMS), 3(2):105-141, http://orcid.org/0000-0002-8495-3452
Corpuz, B. & Cuartel, I. (2021). Assessment in learning 2: Authentic assessment. Lorimar Publishing, Inc.
Navarro, R. L. & Santos, R. G. (2013). Assessment of learning outcomes (Assessment 2). Quezon City:
Lorimar Publishing Inc.
5
Adapted from Finill, J. on an online article entitled, “Reflecting on Critical Incidents in Teaching as a Means of Examining the Needs
of Children with English as an Additional Language.”


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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College: College of Teacher Education

DEGREE PROGRAM BSED / BPE COURSE NO. PROFED 8

I. UNIT TITLE/CHAPTER TITLE: Psychomotor Assessment

II. LESSON TITLE:

A. Taxonomy in the Psychomotor Domain

III. LESSON OVERVIEW:

IV. DESIRED LEARNING OUTCOMES:

At the end of the lesson, the students are expected to:

1. explain the meaning of assessing learning outcomes in the psychomotor domain;

A. The Taxonomy of Psychomotor Domain

NVSU-FR-ICD-05-00 (081220) Page 1 of 10

In general, the following are psychomotor skills which can be measured:3

B. Affective Learning Competencies

NVSU-FR-ICD-05-00 (081220) Page 2 of 10

NVSU-FR-ICD-05-00 (081220) Page 3 of 10

NVSU-FR-ICD-05-00 (081220) Page 4 of 10

C. Development of Assessment Tools

NVSU-FR-ICD-05-00 (081220) Page 5 of 10

a. Specifying the performance outcomes.

Tools for Assessing Psychomotor Domain

While constructing or preparing checklists, the following points to be kept in mind.

NVSU-FR-ICD-05-00 (081220) Page 6 of 10

Types of Rating Scale

a. Numerical Rating scale

b. Graphic Rating scale

c. Descriptive Rating scale

Never Participates Participates much as other than any

Principles of effective rating:

NVSU-FR-ICD-05-00 (081220) Page 7 of 10

• Raters should omit rating where they feel unqualified to judge.

Common errors in rating:

Construction of Anecdotal records

4. Critical incident technique

NVSU-FR-ICD-05-00 (081220) Page 8 of 10

Why use the technique? It …

Sample framework of a simple critical incident technique:4

NVSU-FR-ICD-05-00 (081220) Page 9 of 10

VI. LEARNING ACTIVITIES

VII. ASSIGNMENT (incorporated in lesson playlist)

VIII. EVALUATION (incorporated in lesson playlist)

NVSU-FR-ICD-05-00 (081220) Page 10 of 10

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