Assessment of Psychomotor

Associated with psychomotor, Bloom (1979) argues that the psychomotor domain of learning outcomes which relate to achievement through skill involving the manipulation of muscles and physical strength.

Singer (1972) adds that subjects related to psychomotor subjects were more movement-oriented and emphasizes the physical reactions and hand skills. Skills itself shows the level of expertise a person in a particular task or set of tasks.

According Mardapi (2003), psychomotor skills, there are six stages, namely: a reflex movement, basic movements, perceptual abilities, physical movement, skilled movements, and communication nondiskursif. Reflex is a motor response or movement without realizing that appears when the baby is born. Basic movement is a movement that leads to complex special skills. Perceptual abilities are a combination of cognitive and motor skills or movement.

Physical ability is the ability to develop skilled movement. Skilled movement is a movement that requires learn, such as skills in sports. Nondiskursif Communication is the ability to communicate by using motion.

Butler (1972) divides psychomotor learning outcomes into three, namely: specific responding, motor chaining, using rule. At the specific level of responding students are able to respond to things that are physical in nature, (which can be heard, seen, or touched), or perform a single character skills, such as holding the racquet, holding beds for table tennis. In chaining motor learners are able to combine more than two basic skills to be a combination of skills, such as hitting the ball, sawing, use a shove, etc.. At this level learners using the rule was to use his experience to perform complex skills, such as how to properly hit the ball with power the same for better results.

Dave (1967) in his explanation saying that psychomotor learning outcomes can be divided into five stages: imitation, manipulation, precision, articulation, and naturalization.
Imitation is the ability to perform simple activities and exactly the same as that seen or noticed before. For example, a student may repeat the pronunciation of a word after the teacher said earlier.
Manipulation is the ability to perform simple activities that have never seen but based on the guidance or direction only. For example, a learner can write in an essay interpreting the image based only on the instructions of teachers or the theory of reading.
As described above some experts, psychomotor domain is everything associated with muscle activity, physical or limb movements. Learning outcomes that are output psikomotoris is a certain movement skills acquired after the learning event.
Definition of "motor skills" that should always be associated with "motion" or performance skills appropriate to the field of study is taught. Therefore, the "motion" of muscle as a result of studying literature, of course, be different muscle movements as a result of studying the field of sports, for example.
Assessment of learning test results psikomotoris should also be done with test equipment in the form of action test. The assessment was done by observation.
Psychomotor tests such literature-though still there are elements of cognitive and attitude as the main measure berdeklamasi-task, reading poetry, short stories, plays (all of which mimic the motion and pantomimic), dramatization (a form that is more real: the stage play), etc. other.
To make observations, we first need to determine which aspects of assessment criteria assessed at the same time. These aspects are assessed for some examples of the above example, the understanding, appreciation, intonation, expression, fairness, and so forth. Medium assessment criteria for example use the lowest number 40 and the highest 100.
Assessment of aspects of these actions requires us to act and be careful of every type of student performance. Because of its complex, as well as affective domains above, the assessment of psychomotor domains should be done in the process, both when teaching is still on going.
Assessment should not be done specifically, in the sense of conducting the test, but can be at any time and anytime. This assessment will better reflect actual student performance and attitude.
• Psychomotor Learning Outcomes Assessment
There are some experts who explain how to assess the psychomotor learning outcomes. Ryan (1980) explains that learning skills can be measured by (1) direct observation and assessment of the learner's behavior during the learning process took place practices, (2) after following the learning, namely by giving the test to students to measure the knowledge, skills and attitudes, (3) some time after learning is completed and later in the work environment.
Meanwhile Leighbody (1968) argues that the assessment of psychomotor learning outcomes include:
(1) the ability to use tools and work attitude,
(2) the ability to analyze a job and arrange the sequence of construction,
(3) speed tasks,
(4) the ability to read pictures and or symbols,

(5) harmony with the expected shape and or size has been determined.

Examples of psychomotor assessment (60 minutes)

By Format
No.
Student Name
Monitor Settings
Background Screen Saver and Regional Settings
Total Score
Value
Psychomotor assessment guidelines:
• The range of 000-100
• Speed accuracy dn considered in scoring
with a final value equal to the sum total value divided by 4