Psychomotor Domain

The psychomotor domain (Simpson, 1972) involves physical movement, harmonization, and utilization of the motor-skill. Development of such skills demands practice and are measured in speed, precision, distance, procedures, or techniques in execution. Thus, psychomotor skills includes from manual tasks, like (digging or washing a car), to more complex tasks, (such as operating a complex piece of machinery or dancing). Psychomotor behaviors are neuromuscular in nature and demand certain levels of physical dexterity. There are three primary taxonomies of the psychomotor domain which are given below: Dave (1967) defines psychomotor domain as follows: Level Definition Possible Verbs
1. Imitate Observe a skill and attempt

Non-discursive communication Expressive and interpretive movement Arrange, compose, create, originate, design

Assessment of psychomotor domain:
Assessment of the psychomotor domain requires an instructor to grade the activity without the use of a paper and pencil test. Psychomotor skills need to be performed and observed to determine mastery of the skill.
Tools to assess psychomotor domain:
• Observation Techniques: The term observational tools and techniques are not synonymous, although they are used interchangeably by many persons. An observation technique generally implies the use of a particular observational tool such as rating scale, a checklist, etc. However the process of observing and recording an individual’s behavior is what is meant by the phrase “observation technique”.
Advantages of observation:
1. Frequent observation of a student’s work and work habits can provide a continuous check on his progress.
2. Observational data provide teachers with valuable supplementary information, much if which could not be obtained in any other way.
3. The errors or problems, as they arise can be immediately directed and corrective action taken quickly.
Types of observational

There are modifications of ranking methods which are time consuming procedures. The advantage of ranking method is that it requires the rater to differentiate among pupils being rated and place them in relative order from high to low.
Anecdotal Records:
Anecdotal records are factual description of the meaningful incidents & events that the teacher has observed in the pupils lives. Each incident should be written down shortly after it happens. The descriptions may be recorded on separate card or as running accounts one for each pupil, on separate pages in a notebook.
Critical Incident Technique:
Critical incident is a method of assessing the student’s analytic and problem – solving competencies. In the student’s performance can be recorded and performance evaluated according to stated criteria. Use of the critical incident technique as a data gathering mechanism could be similar to that of the anecdotal record. Special behavioral objectives would be