Rubric for measuring psychomotor and affective learning domain
Designing a reliable measurement of the psychomotor and affective learning domains is a major challenge. One assessment tool, the rubric, provides flexibility in assessing and improves grading consistencies. But students are not being assessed properly as only one rubric is used to evaluate differen...
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| Format: | Article |
| Language: | English |
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Universiti Putra Malaysia Press
2017
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| Online Access: | http://eprints.uthm.edu.my/4801/ http://eprints.uthm.edu.my/4801/1/AJ%202017%20%28649%29.pdf |
| _version_ | 1848888385702199296 |
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| author | Nathan, Shelena Soosay Berahim, Mazniha Ramle, Rosni |
| author_facet | Nathan, Shelena Soosay Berahim, Mazniha Ramle, Rosni |
| author_sort | Nathan, Shelena Soosay |
| building | UTHM Institutional Repository |
| collection | Online Access |
| description | Designing a reliable measurement of the psychomotor and affective learning domains is a major challenge. One assessment tool, the rubric, provides flexibility in assessing and improves grading consistencies. But students are not being assessed properly as only one rubric is used to evaluate different categories of a project, causing inconsistencies in grading. Thus, an assessment rubric for different categories of a project was created, incorporating the psychomotor and affective learning domains aligned with Bloom’s Taxonomy. To validate the rubrics, intra-class coefficient (ICC) and reliability tests were done using the Statistical Package for the Social Sciences (SPSS) tool. Analysis was done to determine grading consistency and agreement level among two randomly chosen evaluators when using the rubrics and to evaluate whether clearly defined assessment metrics were used in grading projects. The results showed that the psychomotor rubric has strong inter-rater reliability with scores of 0.90 and 0.86; this suggests that variables in the rubric were ‘very good’ at measuring the end product. However, the affective rubric shows slightly weak reliability. This might be due to the different way evaluators assess the same work as some tend to be lenient, while others are strict. The developed rubrics enables evaluators to better asses |
| first_indexed | 2025-11-15T20:09:27Z |
| format | Article |
| id | uthm-4801 |
| institution | Universiti Tun Hussein Onn Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T20:09:27Z |
| publishDate | 2017 |
| publisher | Universiti Putra Malaysia Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | uthm-48012021-12-16T06:41:50Z http://eprints.uthm.edu.my/4801/ Rubric for measuring psychomotor and affective learning domain Nathan, Shelena Soosay Berahim, Mazniha Ramle, Rosni T Technology (General) LB1050.9-1091 Educational psychology Designing a reliable measurement of the psychomotor and affective learning domains is a major challenge. One assessment tool, the rubric, provides flexibility in assessing and improves grading consistencies. But students are not being assessed properly as only one rubric is used to evaluate different categories of a project, causing inconsistencies in grading. Thus, an assessment rubric for different categories of a project was created, incorporating the psychomotor and affective learning domains aligned with Bloom’s Taxonomy. To validate the rubrics, intra-class coefficient (ICC) and reliability tests were done using the Statistical Package for the Social Sciences (SPSS) tool. Analysis was done to determine grading consistency and agreement level among two randomly chosen evaluators when using the rubrics and to evaluate whether clearly defined assessment metrics were used in grading projects. The results showed that the psychomotor rubric has strong inter-rater reliability with scores of 0.90 and 0.86; this suggests that variables in the rubric were ‘very good’ at measuring the end product. However, the affective rubric shows slightly weak reliability. This might be due to the different way evaluators assess the same work as some tend to be lenient, while others are strict. The developed rubrics enables evaluators to better asses Universiti Putra Malaysia Press 2017 Article PeerReviewed text en http://eprints.uthm.edu.my/4801/1/AJ%202017%20%28649%29.pdf Nathan, Shelena Soosay and Berahim, Mazniha and Ramle, Rosni (2017) Rubric for measuring psychomotor and affective learning domain. Social Sciences & Humanities, 25 (NIL). pp. 101-108. ISSN 0128-7702 |
| spellingShingle | T Technology (General) LB1050.9-1091 Educational psychology Nathan, Shelena Soosay Berahim, Mazniha Ramle, Rosni Rubric for measuring psychomotor and affective learning domain |
| title | Rubric for measuring psychomotor and affective learning domain |
| title_full | Rubric for measuring psychomotor and affective learning domain |
| title_fullStr | Rubric for measuring psychomotor and affective learning domain |
| title_full_unstemmed | Rubric for measuring psychomotor and affective learning domain |
| title_short | Rubric for measuring psychomotor and affective learning domain |
| title_sort | rubric for measuring psychomotor and affective learning domain |
| topic | T Technology (General) LB1050.9-1091 Educational psychology |
| url | http://eprints.uthm.edu.my/4801/ http://eprints.uthm.edu.my/4801/1/AJ%202017%20%28649%29.pdf |