MEASUREMENT MEASUREMENT OF OF

PSYCHOMOTOR DOMAINPSYCHOMOTOR DOMAIN

Developed by: -Developed by: -

PankajPankaj Sharma ISharma IststMsc.{Nsg.}Msc.{Nsg.}

INTRODUCTIONINTRODUCTION

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

PSYCHOMOTORPSYCHOMOTOR DOMAINDOMAIN

The psychomotor domain is skill based. It is The psychomotor domain is skill based. It is steeped in a demonstration and three practical steeped in a demonstration and three practical instructional levels –instructional levels –

Imitation,Imitation,Practice, and Practice, and Habit. Habit.

PSYCHOMOTORPSYCHOMOTOR DOMAINDOMAIN

Psychomotor skills are classified under Psychomotor skills are classified under unspecified number of types. They range from unspecified number of types. They range from simple skills that don’t require many muscles simple skills that don’t require many muscles (organs/senses) to be used, the skills that (organs/senses) to be used, the skills that many muscles are used, and circulation skills many muscles are used, and circulation skills that requires a body-to-body activitythat requires a body-to-body activity

SkillSkill:: The ability to perform kinesthetic activity in The ability to perform kinesthetic activity in an easy, precise, harmonious way with the an easy, precise, harmonious way with the constant changing circumstances.constant changing circumstances.

MEANINGMEANING

o MeasurementMeasurement: -Measurement is an act as : -Measurement is an act as process that involves the assignment of a process that involves the assignment of a numerical index to whatever is being assessed.numerical index to whatever is being assessed.

o PsychomotorPsychomotor: -: - It is related to mental abilities, It is related to mental abilities, adaptive abilities, general skill and motor skills. adaptive abilities, general skill and motor skills. Skill is the ability to do something well.Skill is the ability to do something well.

o DomainDomain: - Domain is the area of activity.: - Domain is the area of activity.

LEVELSLEVELS According to Francis M. Quinn Psychomotor According to Francis M. Quinn Psychomotor

domain consists of seven levels.domain consists of seven levels.

Level – 1 PerceptionLevel – 1 Perception: -: -

This basic level is concerns with the This basic level is concerns with the perception sensory uses that guide actions and perception sensory uses that guide actions and ranges from awareness of stimuli to translation in ranges from awareness of stimuli to translation in to action.to action.

Action verbsAction verbs - Differentiates, Distinguishes, - Differentiates, Distinguishes, Identifies, Detect etc. Identifies, Detect etc.

ExEx: - : - Realizes the importance of the internet as a Realizes the importance of the internet as a powerful source for gathering the information he powerful source for gathering the information he needs for his assignment about decubitus ulcer.needs for his assignment about decubitus ulcer.

Level –2 SetLevel –2 Set: -: -

Readiness to take a particular type of action. Readiness to take a particular type of action. It includes mental set (mental set to act), It includes mental set (mental set to act), physical set (physical readiness to act), and physical set (physical readiness to act), and emotional set (willingness to act). Perception is emotional set (willingness to act). Perception is prerequisite for this level.prerequisite for this level.

VerbsVerbs - Begins, Moves, Reacts, Shows, Starts - Begins, Moves, Reacts, Shows, Starts etc.etc.

ExEx: - : - Reacts promptly to emergency situations Reacts promptly to emergency situations during trauma care posting.during trauma care posting.

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

acquisition where skills are performed following acquisition where skills are performed following demonstration by the teacher.demonstration by the teacher.

VerbsVerbs - Carries out, Makes, Performs, Calculates - Carries out, Makes, Performs, Calculates etc. etc.

Ex: - Ex: - Performs bed making correctly as Performs bed making correctly as demonstrated by the teacher.demonstrated by the teacher.

Level – 4 mechanismsLevel – 4 mechanisms:: - -

At this level the performance has become At this level the performance has become habitual, but the movements are not so habitual, but the movements are not so complex as the next level. complex as the next level.

VerbsVerbs - Carries out, Makes, Performs, Calculates - Carries out, Makes, Performs, Calculates etc.etc.

ExEx: - : - Calculates the volume of fluid required in Calculates the volume of fluid required in first day for a patient admitted with 60 % burns first day for a patient admitted with 60 % burns of weighting 50 kg.of weighting 50 kg.

Level – 5 complex overt responsesLevel – 5 complex overt responses: -: -

This level typifies the skilled performance This level typifies the skilled performance and involved economy of effort, smoothness and involved economy of effort, smoothness of action, accuracy and efficiency etc.of action, accuracy and efficiency etc.

VerbsVerbs - Carries out, Makes, Performs, - Carries out, Makes, Performs, Calculates.Calculates.

ExEx: - : - Performs endotracheal intubations Performs endotracheal intubations correctly.correctly.

Level – 6 adaptationLevel – 6 adaptation: -: -

Here the skills are internalized to such as Here the skills are internalized to such as extent that the student can adapt them to cater extent that the student can adapt them to cater for special circumstances. for special circumstances.

VerbsVerbs - Adapts, Alters, Modifies, Reorganizes - Adapts, Alters, Modifies, Reorganizes etc.etc.

ExEx: - : - Modifies sterilization techniques according Modifies sterilization techniques according to the article to be sterilized.to the article to be sterilized.

Level – 7 originationLevel – 7 origination:: - -

This is the highest level & concerns the This is the highest level & concerns the origination of new movement pattern to suit origination of new movement pattern to suit particular circumstances. particular circumstances.

VerbsVerbs - Composes, Creates, Designs, Originates - Composes, Creates, Designs, Originates etc.etc.

Ex: - Ex: - Designs a splint to restrain the forearm of Designs a splint to restrain the forearm of child who is on I.V. Infusion.child who is on I.V. Infusion.

There are three primary taxonomies of the There are three primary taxonomies of the psychomotor domainpsychomotor domain::

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

Cont…Cont…

Level Level Definition Definition Possible Possible Verbs Verbs

1. 1.

ImitateImitateObserve a skill and attempt Observe a skill and attempt to repeat it, or see a finished to repeat it, or see a finished product and attempt to product and attempt to replicate it while attending to replicate it while attending to an exemplar. an exemplar.

Attempt, copy, Attempt, copy, duplicate, duplicate, imitate, mimicimitate, mimic

2. 2. ManipulateManipulate

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

Complete, Complete, follow, follow, play, perform, play, perform, produceproduce

3. 3.

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

Achieve Achieve automatically, automatically, excel expertly, excel expertly, perform perform masterfully masterfully

4. 4.

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

Adapt, alter, Adapt, alter, customize, customize, originateoriginate

5. 5. Naturalization Naturalization

Completion of one or more Completion of one or more skills with ease and making skills with ease and making the skill automatic with the skill automatic with limited physical or mental limited physical or mental exertion. exertion.

Naturally, Naturally, perfectly perfectly

Simpson, E. (1972). Simpson, E. (1972). The classification of educational objectives The classification of educational objectives in the psychomotor domain: The psychomotor domainin the psychomotor domain: The psychomotor domain. .

Cont…Cont…

Level Level Definition Definition Possible Possible Verbs Verbs

1. 1. Perception Perception

The ability to use sensory cues to The ability to use sensory cues to guide physical activityguide physical activity

Distinguish, Distinguish, identify, identify, selectselect

2. Set 2. Set The readiness to act; requires the The readiness to act; requires the learner to demonstrate an learner to demonstrate an awareness or knowledge of the awareness or knowledge of the behaviors needed to carry out the behaviors needed to carry out the skill skill

Assume a Assume a position, position, demonstratedemonstrate, show , show

3. Guided 3. Guided response response

The early stage of learning a The early stage of learning a complex skill; includes imitation; complex skill; includes imitation; can complete the steps involved can complete the steps involved in the skill as directed in the skill as directed

Attempt, Attempt, imitate, try imitate, try

4. 4. Mechanism Mechanism

The ability to perform a The ability to perform a complex motor skill; the complex motor skill; the intermediate stage of intermediate stage of learning a complex skill learning a complex skill

5. Complex 5. Complex overt overt response response

The ability to perform the The ability to perform the complete psychomotor skill complete psychomotor skill correctly correctly

Carry out, Carry out, operate, operate, perform perform

6. Adaptation 6. Adaptation Can modify motor skills to fit Can modify motor skills to fit a new situation a new situation

Adapt, Adapt, change, change, modify, modify, revise revise

7. 7. Origination Origination

The ability to develop an The ability to develop an original skill that replaces original skill that replaces the skill as initially learned the skill as initially learned

Create, Create, design, design, originate. originate.

Modification of SimpsonModification of Simpson by the University of by the University of Mississippi School of EducationMississippi School of Education

Harrow, A. (1972). Harrow, A. (1972). Taxonomy of the psychomotor Taxonomy of the psychomotor domain. A guide for developing objectives behavioraldomain. A guide for developing objectives behavioral . . NewYork:McKayNewYork:McKay..

Level Level Definition Definition Possible Possible Verbs Verbs

1. Reflex 1. Reflex movement movement

Segmental, inter segmental, Segmental, inter segmental, and supra segmental reflexes and supra segmental reflexes

Respond Respond

2. Basic-2. Basic-fundamental fundamental movements movements

Loco motor movements, non - Loco motor movements, non - loco motor movements, loco motor movements, manipulative movements manipulative movements

3. Perceptual 3. Perceptual abilities abilities

Kinesthetic, visual, Kinesthetic, visual, auditory and tactile auditory and tactile discrimination and discrimination and coordinated abilities coordinated abilities

4. Physical 4. Physical abilities abilities

Endurance, Endurance, strength, flexibility, strength, flexibility, and agility and agility

5. Skilled 5. Skilled movements movements

Simple, compound, Simple, compound, and complex and complex adaptive skills adaptive skills

Assemble, Assemble, calibrate, calibrate, construct, construct, dissect dissect

6. Non 6. Non discursive discursive communication communication

Expressive and Expressive and interpretive interpretive movement movement

Arrange, Arrange, compose, compose, create, create, originate, design originate, design

Tools of assess psychomotor domainTools of assess psychomotor domainObservation TechniquesObservation Techniques: -: -

The term observational tools and techniques The term observational tools and techniques are not synonymous, although they are used are not synonymous, although they are used interchangeably by many persons. An interchangeably by many persons. An observation technique generally implies the use observation technique generally implies the use of a particular observational tool such as of a particular observational tool such as rating rating scalescale, a , a checklistchecklist, etc. However, the process of , etc. However, the process of Observing and recording an individual’s Observing and recording an individual’s behavior is what is meant by the phrase behavior is what is meant by the phrase “observation technique”.“observation technique”.

Advantages of observationAdvantages of observation:-:- Frequent observation of a student’s work and work Frequent observation of a student’s work and work

habits can provide a continuous check on his habits can provide a continuous check on his progress.progress.

Observational data provide teachers with valuable Observational data provide teachers with valuable supplementary information, much if which could supplementary information, much if which could not be obtained in any other way.not be obtained in any other way.

The errors or problems, as they arise can be The errors or problems, as they arise can be immediately directed and corrective action taken immediately directed and corrective action taken quicklyquickly

Tools of assess psychomotor domainTools of assess psychomotor domain  

Types of observation toolsTypes of observation tools: -: -

i) Checklist.i) Checklist.

ii) Rating scale.ii) Rating scale.

iii) Anecdotal Records.iii) Anecdotal Records.

iv) Critical Incident Technique.iv) Critical Incident Technique.

Check listCheck list: -: -

Check list is basically a method of recording Check list is basically a method of recording whether a characteristics is present or absent or whether a characteristics is present or absent or whether an action was or was not taken place. It whether an action was or was not taken place. It provides a simple yes – no judgment.provides a simple yes – no judgment.

AdvantagesAdvantages: -: - - - Checklist is adapted to most subject matter areas. Checklist is adapted to most subject matter areas. - Checklist is useful in evaluating those learning - Checklist is useful in evaluating those learning

activities that involve a procedure. activities that involve a procedure. - Process record observations. - Process record observations. - Checklist objectively evaluates traits or characteristics.Checklist objectively evaluates traits or characteristics.

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

Construction of checklistsConstruction of checklists: -: -

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

Express each item in clear, simple language.Express each item in clear, simple language. Avoid negative statements wherever possible.Avoid negative statements wherever possible. Make sure that each item is clearly yes or no; Make sure that each item is clearly yes or no;

true it false and the like.true it false and the like. Review the items independently.Review the items independently.

SL. NO.SL. NO. BEHAVIORSBEHAVIORS YESYES NONO

11 Explain ProcedureExplain Procedure

22 Collect Necessary EquipmentsCollect Necessary Equipments

33 Arranges Equipment for convenient Arranges Equipment for convenient useuse

44 Prepares PatientPrepares Patient

Check list for evaluating of student’s Check list for evaluating of student’s performance during surgical dressing.performance during surgical dressing.

Cont..Cont..

SL. NO.SL. NO. BEHAVIORSBEHAVIORS YESYES NONO

55 Wash HandsWash Hands

66 Maintains Aseptic TechniqueMaintains Aseptic Technique

77 Removes DressingRemoves Dressing

88 Wash HandsWash Hands

99 Observes Condition of woundObserves Condition of wound

1010 Cleans woundCleans wound

Cont…Cont…

SL. NO.SL. NO. BEHAVIORSBEHAVIORS YES or NOYES or NO

1111 Applies DressingApplies Dressing

1212 Remove equipmentRemove equipment

1313 Makes patient comfortableMakes patient comfortable

1414 Completes chartingCompletes charting

1515 Take care of EquipmentTake care of Equipment

Rating ScaleRating Scale:: - -Rating scale is a standardized method of Rating scale is a standardized method of

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

Types of Rating ScaleTypes of Rating Scale: - : - Numerical Rating scale.Numerical Rating scale. Graphic Rating scale.Graphic Rating scale. Descriptive Rating scale.Descriptive Rating scale. Ranking Methods Ranking Methods

Cont…Cont…

Numerical Rating ScaleNumerical Rating Scale: -: - Numerical rating scale is where the rater Numerical rating scale is where the rater

checks or circles a number to indicate the checks or circles a number to indicate the degree to which a characteristic is present.degree to which a characteristic is present.ExEx: Indicate the degree to which pupil : Indicate the degree to which pupil

contribute to class discussion. The number contribute to class discussion. The number represents the following values.represents the following values.

5 - Outstanding,5 - Outstanding, 4 -above average,4 -above average,3 -average, 2 - below average, 1 - Poor.3 -average, 2 - below average, 1 - Poor. To what extent does the pupil participate in To what extent does the pupil participate in

class discussion?class discussion? 11 2 2 3 3 4 54 5

(circle the number)(circle the number)

Graphic Rating ScaleGraphic Rating Scale: -: -

Ex: Ex:

Direction - place an (X) any where along the Direction - place an (X) any where along the horizontal line.horizontal line.

To what extent dies the pupil participate in To what extent dies the pupil participate in class discussion?class discussion?

Never seldom occasionally frequently alwaysNever seldom occasionally frequently always

Descriptive Graphic ScalesDescriptive Graphic Scales: -: -

ExEx::

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

Never Participates Participates as Participate moreNever Participates Participates as Participate more

quiet, passive. much as other than any other quiet, passive. much as other than any other

group members group membergroup members group member

Comment:…………………………………………Comment:…………………………………………

Ranking MethodsRanking Methods: -: -

In this approach, the pupils being rated are In this approach, the pupils being rated are ranked in the order in which the tater estimates ranked in the order in which the tater estimates those posses the characteristics being judged. those posses the characteristics being judged. There are modifications of ranking methods There are modifications of ranking methods which are time consuming procedures. The which are time consuming procedures. The advantage of ranking method is that it requires advantage of ranking method is that it requires the rater to differentiate among pupils being 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.to low.

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

evaluate and stated clearly should be evaluate and stated clearly should be checked by rating scale.checked by rating scale.

The characteristics evaluated should be The characteristics evaluated should be directly observable.directly observable.

The characteristics and points on the scale The characteristics and points on the scale should be clearly defined.should be clearly defined.

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

Ratings from several observers should be Ratings from several observers should be combined wherever possible.combined wherever possible.

Qualities of a Rating ScaleQualities of a Rating Scale: -: -

Guilbert identify, the qualities for a rating Guilbert identify, the qualities for a rating scale. They are -scale. They are -

Clarity, Clarity, Reliance, Reliance, Precision variety, Precision variety, Objectivity and Objectivity and Uniqueness.Uniqueness.

Common Errors in Rating: -Common Errors in Rating: -

There are certain factors which causes There are certain factors which causes errors in rating.errors in rating.

These factors can be – These factors can be – Personal biasPersonal bias Generosity ErrorsGenerosity Errors Central Tendency Error Central Tendency Error Logical ErrorLogical Error Halo EffectHalo Effect

AdvantagesAdvantages: -: - Technically, rating scale is standard device for Technically, rating scale is standard device for

recording, qualitative & quantitative judgments about recording, qualitative & quantitative judgments about observed performance.observed performance.

Rating scale measures, specified outcomes or Rating scale measures, specified outcomes or objectives.objectives.

Rating scale evaluates personal social development.Rating scale evaluates personal social development. Rating scale help teachers to rate their students Rating scale help teachers to rate their students

periodically on various characteristics such as periodically on various characteristics such as punctuality, honesty, cooperativeness, consideration punctuality, honesty, cooperativeness, consideration of others & other personality traits.of others & other personality traits.

A student to rate himself can also use it.A student to rate himself can also use it. It can be used with a large number of students.It can be used with a large number of students.

DisadvantagesDisadvantages: -: -There is a lack of uniformity with which terms are There is a lack of uniformity with which terms are

interpreted by evaluation.interpreted by evaluation.

Anecdotal recordsAnecdotal records: -: -

Anecdotal records are factual description of Anecdotal records are factual description of the meaningful incidents & events that the the meaningful incidents & events that the teacher has observed in the pupils lives. Each teacher has observed in the pupils lives. Each incident should be written down shortly after it incident should be written down shortly after it happens.happens.

The descriptions may be recorded on The descriptions may be recorded on separate card or as running accounts one for separate card or as running accounts one for each pupil, on separate pages in a notebook.each pupil, on separate pages in a notebook.

AdvantageAdvantage: -: - It records incidents of spontaneous behavior on It records incidents of spontaneous behavior on

natural setting.natural setting. It directs the teacher’s attention to a single It directs the teacher’s attention to a single

student.student. It provides cumulative records of growth and It provides cumulative records of growth and

development.development. It provides cumulative records of growth and It provides cumulative records of growth and

development.development. It can be used as a supplement to quantitative It can be used as a supplement to quantitative

data.data. The mew members may use these records & The mew members may use these records &

acquaint themselves with the students.acquaint themselves with the students.

Disadvantages:Disadvantages: - -

They are time consuming to write.They are time consuming to write. When incident are noted and record out of When incident are noted and record out of

context, they may lose their meaning.context, they may lose their meaning. The teacher should have practice & training The teacher should have practice & training

making observation & writing anecdotal making observation & writing anecdotal records.records.

It is less reliable than other than other It is less reliable than other than other observation tools.observation tools.

Construction of Anecdotal recordsConstruction of Anecdotal records: -: - Anecdotal records of critical incidents that Anecdotal records of critical incidents that

occur during a student’s clinical experience occur during a student’s clinical experience are quite useful provided focus is on incidents are quite useful provided focus is on incidents that reflect that reflect effective behaviorseffective behaviors and and ineffective ineffective behaviorsbehaviors. .

Both types of incidents should be recorded Both types of incidents should be recorded briefly.briefly.

Follow ABC rule in writing anecdotal records.Follow ABC rule in writing anecdotal records.– AccuracyAccuracy– BrevityBrevity– Clarity.Clarity.

Format Of Anecdotal RecordsFormat Of Anecdotal Records Name of the school or college _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Name of the school or college _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Name of the student observed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Name of the student observed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Subject  ClassSubject  Class

_ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

  Name of the observer Date & PlaceName of the observer Date & Place

    _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

  Objective Description _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Objective Description _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _  _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _  

Comments of the observer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Comments of the observer _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

      

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Signature of the observer.Signature of the observer.

Critical Incident TechniqueCritical Incident Technique: -: -

Critical incident is a method of assessing the Critical incident is a method of assessing the student’s analytic and problem – solving student’s analytic and problem – solving competencies. In the student’s performance competencies. In the student’s performance can be recorded and performance evaluated can be recorded and performance evaluated according to stated criteria.according to stated criteria.

Use of the critical incident technique as a Use of the critical incident technique as a data gathering mechanism could be similar to data gathering mechanism could be similar to that of the anecdotal record. Special behavioral that of the anecdotal record. Special behavioral objectives would be incident.objectives would be incident.

Example of the critical incident techniqueExample of the critical incident technique

Behavioral objective Behavioral objective Evaluation Evaluation

-Shares own assessment of -Shares own assessment of patient need with patient need with colleagues in the nursing colleagues in the nursing team.team.

-Two critical incident reports -Two critical incident reports from team conferences. from team conferences.

Criteria for evaluation Criteria for evaluation -Identify Identify

a. Learner behavior which a. Learner behavior which assisted team members in assisted team members in understanding patient understanding patient needs.needs.

b. Learner behaviors which b. Learner behaviors which interfered with the team interfered with the team member’s understanding of member’s understanding of patient needs.patient needs.

Summary: -Summary: - So for we have discussed about meaning of So for we have discussed about meaning of

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

Conclusion: -Conclusion: -Measurement of psychomotor domain is the Measurement of psychomotor domain is the

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