#AdoT Observation Self Report Questionnaire Interview Checklist Peer Appraisal

1. EDUCATIONAL ASSESSMENT
GROUP 04
PRESENTATION TOPIC: ASSESSMENT TECHNIQUES IN AFFECTIVE PSYCHOMOTOR
DOMAINS
NAMES: MR. MUHAMMAD SHAHAB SIDDIQUE
MR. AZAN AHMAD
MR. MUGHIRA ASGHAR
MR. MUSAWWAR ASIF
MR. OMER ALI
MR. NOUMAN
PROGRAM: BBA III (EVENING)
SUBMITTED TO: DR TAHIR KHAN KHICHI
SUBMITTION DATE: 23 NOV, 2018

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AFFECTIVE DOMAIN:
The affectivedomain is part of asystemthat was published in1965 for identifying, understanding
and addressing how people learn. Part of Bloom's Taxonomy, this classification of educational
objectives includes the cognitive domain, the affective domain and the psychomotor domain.
The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or
a degree of acceptance or rejection. Affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and conscience. We found
a large number of such objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases. [From Krathwohl et al, 1964]
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes.
PSYCHOMOTOR DOMAIN:
The psychomotor domain (Simpson, 1972) 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. Thus, psychomotor skills rage
from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as
operating a complex piece of machinery or dancing.
ASSESSMENT TECHNIQUES:
There are five main techniques of assessment:
 Observation
 Self-Report
 Questionnaire
 Interview
 Checklist
 Peer Appraisal

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OBSERVATION:
Observation does not just mean ‘seeing’. It is most often used to include ‘hearing’, as well
as using other senses to collect information (for example, on temperature or smell). In real
life the acts of perceiving, interpreting, assessing, and reacting, is known as observation.
(For instance, think about those processing our decisions to cross a busy road).
Observation is a process of systematically viewing and recording students while they work,
for the purpose of making programming and instruction decisions. Observation can take
place at any time and in any setting. It provides information on students' strengths and
weaknesses, learning styles, interests, and attitudes.
However, in education, observation is used for many reasons. Most of these see
observation as obtaining, and often recording, what we notice, in order to support the
elaboration of starting points for further work.
SELF-REPORT:
In psychology, a self-report is any test, measure, or survey that relies on the individual's own
report of their symptoms, behaviors, beliefs, or attitudes. Self-report data is gathered typically
from paper-and-pencil or electronic format, or sometimes through an interview.
Self-reports are commonly used in psychological studies largely because much valuable and
diagnostic information about a person is revealed to a researcher or a clinician based on a
person’s report on himself or herself. One of the most commonly used self-report tools is
the Minnesota Multiphasic Personality Inventory (MMPI) for personality testing.
PURPOSE OF SELF-REPORT:
It is an inexpensive tool that can reach many more test subjects than could be analyzed by
observation or other methods. It can be performed relatively quickly so a researcher can obtain
results in days or weeks rather than observing a population over the course of longer time
frames. The self-reports can be made in private and can be anonymized to protect sensitive
information and perhaps promote truthful responses
QUESTIONNAIRE:
A questionnaire is a research instrument consisting of a series of questions (or other types
of prompts) for the purpose of gathering information from respondents. The
questionnaire was invented by the Statistical Society of London in 1838.

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Questionnaires are usually used for collecting data from the respondents through a series
of questions and other prompts set by the organization conducting such experiments.
Questionnaires are not necessarily statistical data, but they do act as an effective
alternative for surveys, since they are cheap and can be widely used to reach within people
in a short period of time.
These are usually used to get a standardized answer rather than a specific answer seen in
other questionnaire types of statistical data collection.
PURPOSE OF QUESTIONNAIRE:
 Questionnaires are really inexpensive when they are handled properly. They can be
cheaper than taking surveys which requires a lot of time and money.
 Questionnaires can be of different types, written, postal, telephone and many other
methods.
 A single question or a topic can be asked to many at the same time without any kind
of delay. Unlike surveys they don’t have to go to each and every one to get an
opinion.
 It is an effective method to get an opinion from a large number of people.
 Large number of respondents can be possible varying in age, gender, occupation
etc.
 Question responses can be highly defined and specific, depending upon the type of
questions asked in the questionnaire.
 These results can also be included as statistical survey, the deciding factor is the
nature of the questionnaire and on what topic was the questionnaire based thing
 Unlike face to face surveys where the respondent has to answer within that
moment itself, questionnaires gives time to the respondents to think carefully,
before giving the answers.
 Questionnaires are easily replicable and can be repeated, and if well-constructed
and properly piloted, they can be used as comparative materials for future studies
and projects.
 Standardized questionnaires can already be validated and can be used to compare
between works and studies.
 They are easy to administer and manage.
 The formats for most type of questionnaires are common to the common people

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irrespective of the status.
INTERVIEW:
When you split the word ‘interview’ you get two words, ‘inter’ and ‘view’. This roughly
translates to ‘between view’ or seeing each other. This means that both the groups
involved in an interview get to know about one another.
An interview can be defined as a gentleman conversation between two people or more
where questions are asked to a person to get the required responses or answers.
People involved in an interview: Usually two groups or two individuals sit facing each
other in an interview. The person asking questions is the interviewer and the person
answering the questions is the interviewee.
It can be simply defined as the formal meeting between two people where the
Interviewer asks questions to the interviewee to obtain information.
PURPOSE OF INTERVIEW:
 It helps to verify the information provided by the candidate. It helps to ascertain
the accuracy of provided facts and information about the candidate.
 What the candidate has written in the resume are the main points. What other
additional skill set does he have? All these are known by conducting interviews.
 It not only gives the interviewer information about the candidate’s technical
knowledge but also gives an insight into his much needed creative and analytical
skills.
 It helps in establishing the mutual relation between the employee and the
company.
 It is useful for the candidate so that he comes to know about his profession, the
type of work that is expected from him and he gets to know about the company.
 It is beneficial for the interviewer and the interviewee as individuals, because both
of them gain experience, both professionally and personally.
 It helps the candidate assess his skills and know where he lacks and places where
he needs improvement.
 It also helps the company build its credentials and image among the employment
seeking candidates.

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TYPES OF INTERVIEWS:
CHECKLIST:
A checklist is a list of response categories that respondents check if appropriate. It is the
selected list of words phrases sentences and paragraphs following which an observer record a
check mark to denote a presence or absence of whatever is being observed. A basic example of
checklist is “To do List”.
PURPOSE OF CHECKLIST:
 Checklists are occasionally use for descriptive purposes.
 The main purpose of checklist is to call an attention to various aspects of an object or
situation, to see that nothing of importance is over locked.
Based on the
count of
people
involved
Based on the
planning
involved
Based on judging
the abilities
Based on the
facilities or
settings
Based on
the task
Personal
interview
A structured
interview
Behavioral-based
interview
Telephonic
interview
Apprenticeship
interview
Group
interview
Unstructured
interview
Problem-solving
interview
Online interview
Evaluation
interview
Panel interview - Depth interview Job Fair interview
Promotion
interview
- - Stress interview Lunch interview
Counseling
interview
- - - Tea interview
Disciplinary
interview
- - - -
Persuasive
interview

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 Responses to the checklist items are largely a matter of fact, not of judgment. It is an
important tool in gathering facts for educational surveys.
 Using a checklist allows you to get more done.
 It’s been said that you get an endorphin rush whenever you cross something off of a
checklist.
 If you’ve used a checklist before, you know how good it feels to get things crossed off.
When it feels good to do something, you’re likely to keep doing it.
 Instead of going through your day trying to remember what you have to do, write your
to-do list/checklist down on paper (or on your phone or computer).Seeing a list of what
you have to get done, instead of trying to remember it all, is going to save you a ton of
time – and, yes, brain power!
 When you have a list of tasks to do, it’s much easier to hand certain (or all) things over
to someone else to handle, when you aren’t able to complete those tasks yourself.
 Setting goals for yourself (financial and personal) is an important step in accomplishing
what you want in life, and having checklists will help you to reach those goals quicker.
 Goals are much easier to achieve when you break them down into smaller goals. Add
items to your checklists that will help you to reach those goals and watch how fast those
goals are reached.
PEER APPRAISAL:
A Peer Appraisal is a method in which performance of the employee is evaluated by work
colleagues rather than by his manager. The method can be used as an introduction phase of an
appraisal process by the manager of the employee. An advantage of doing so is that it provides
the employee and the employer with the opportunity to involve a wider range of opinions in the
appraisal process.
Employee assessments conducted by colleagues in the immediate working environment i.e. the
people the employee interacts with regularly. Peer appraisal processes exclude superiors and
underlings.
Peer appraisals can be broken down into specific measures. Peer ranking involves workers
ranking each member of the group from best to worst, either overall or on various areas of
performance or responsibility. In peer ratings, workers rate colleagues on performance metrics

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while peer nomination is a simple nomination of the ‘best’ worker either overall or on
performance metrics.
Peer appraisal is commonly used as part of the performance appraisal process. Teammates,
colleagues, and peers are anonymously asked to provide input on specific aspects of an
individual’s performance. Typically, peer feedback is provided to the manager’s direct supervisor
to inform the overall evaluation process – but feedback may also be shared directly with the
individual.

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REFERENCES :
1. Victor Jupp, ed. (2006). "Self-Report Study". The SAGE Dictionary of Social Research Methods.
2. ^ Orkin, Stuart; Fisher, David; Look, Thomas; Lux, Samuel; Ginsburg, David; Nathan, David
(2009). Oncology of Infancy and Childhood E-Book. Philadelphia, PA: Elsevier Health Sciences.
p. 1258. ISBN 9781416034315.
3. ^ Robins, Richard; Fraley, Chris; Krueger, Robert (2007). Handbook of Research Methods in
Personality Psychology. The Guilford Press. p. 228. ISBN 9781593851118.
4. ^ a b Heppner, P. Paul; Wampold, Bruce; Owen, Jesse; Thompson, Mindi; Wang, Kenneth
(2016). Research Design in Counseling. Boston, MA: Cengage Learning.
p. 334. ISBN 9781305087316.
5. ^ John Garcia; Andrew R. Gustavson. "The Science of Self-Report".
6. ^ Northrup, David A. (Fall 1996). "The Problem of the Self-Report In Survey Research". 11 (3).
Institute for Social Research.