1 / 29

ASSESSMENT OF ATTITUDES & PSYCHOMOTOR SKILLS

ASSESSMENT OF ATTITUDES & PSYCHOMOTOR SKILLS. Raja C. Bandaranayake. DOMAINS OF LEARNING. Cognitive (Knowledge) Psychomotor (Motor skills) Affective (Attitudes). THE AFFECTIVE DOMAIN. Awareness [knowledge base] e.g. Reads about importance of rural health care

Télécharger la présentation

ASSESSMENT OF ATTITUDES & PSYCHOMOTOR SKILLS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. ASSESSMENT OF ATTITUDES & PSYCHOMOTOR SKILLS Raja C. Bandaranayake

  2. DOMAINS OF LEARNING • Cognitive(Knowledge) • Psychomotor(Motor skills) • Affective(Attitudes)

  3. THE AFFECTIVE DOMAIN • Awareness[knowledge base] e.g. Reads about importance of rural health care • Receiving[willing to receive or attend] e.g. Acknowledges rural health care is important • Responding [actively attending] e.g. Seeks additional information about rural health needs & problems

  4. THE AFFECTIVE DOMAIN – contd. • Valuing[‘worth’ to learner] e.g. Spends free time working in rural areas • Organizing[takes steps to incorporate into one’s life] e.g. Undergoes training to deal with rural health problems • Characterisation by value or value complex[becomes part of one’s life] e.g. Enters a career of rural health care

  5. PROBLEMS IN ASSESSING ATTITUDES • One must rely on inference • An attitude has many facets e.g. feelings, beliefs, values • An attitude has many manifestations e.g. behaviours, verbal responses • Behaviours, beliefs and feelings will not always match • An attitude can fluctuate • There is often lack of agreement on the nature or desirability of certain attitudes

  6. ORIENTATIONS TO ATTITUDE ASSESSMENT • Behavioural • Observation of behaviours • Psychometric • Standardized pen-and-paper tests • Counselling • One-to-one discussion

  7. BEHAVIOURAL ORIENTATION • Behaviours can be observed • Rely on observation tools • checklist, rating scale, anecdotal record • Expectations explicit • Assessment consistent • Inference necessary • many variables affect behaviour

  8. BEHAVIOURAL ORIENTATION (contd.) • Change can be monitored • “Spied on” feeling • Coercive atmosphere • Individualevent may be trivial • need to observe many behaviours

  9. BEHAVIOURAL ORIENTATIONWho are the observers? • Trained observers • Administrators • Teachers • Peers • Other professionals • Patients • Parents • Self

  10. PSYCHOMETRIC ORIENTATION • Pen-and-paper instruments • Validated, standardized tests • Self reports possible • Inexpensive and objective • Socially desirable responses possible • Situation-specific • Conclusions indefinite

  11. QUESTIONNAIRES Open-ended Closed [Respond in own words] [select, rank, rate] e.g. Essay e.g. Likert scale Semantic differential Tests of judgement Forced-choice

  12. LIKERT SCALE SA A U D SD A medical history is incomplete without a social history The logical leader for a health team is the doctor The team approach to health care is a waste of time

  13. SEMANTIC DIFFERENTIAL Surgeons are: Theoretical _ _ _ _ _ _ _ Practical Personal _ _ _ _ _ _ _ Impersonal Active _ _ _ _ _ _ _ Passive Disease- _ _ _ _ _ _ _ Patient- oriented oriented

  14. COUNSELLING ORIENTATION • Discussion between teacher and student to reveal feelings underlying behaviours • Student may be more motivated to change if understand him/her-self • Low risk environment • Counselling role not compatible with authority role • Student may manipulate or avoid giving responses • Teachers are not trained counsellors

  15. PSYCHOMOTOR DOMAIN 1. Perception Using senses for cues to motor activity 2. Set Readiness to take a particular type of action 3. Guided response Imitating a skill; trial and error 4. Mechanism Response habitual and confident

  16. PSYCHOMOTOR DOMAIN – contd. • Complex overt response Skillful & complex performance 6. Adaptation Able to modify movement pattern to suit particular situation 7. Origination Creating new movement pattern for a specific purpose

  17. OBSERVATIONS: Relatively Unstructured Complete description of event • Participant observation (e.g. simulated patient) • Time and motion or time-sampling study • Anecdotal record Disadvantages • Sampling less • Reliability low • Observer influence • Memory distortion

  18. OBSERVATIONS: Structured • Specific plan made for making and recording observation • Investigator knows what aspects of behaviour are relevant for the purpose

  19. Observational Instruments • CHECKLIST Where the response is “Yes” or “No” 2.RATING SCALE Where quality of performance is important

  20. CHECKLIST: When to use? • Performance skillsthat can be divided into a series of clearly defined steps, each of which is either “done” or “not done” e.g. steps in cardio-pulmonary resuscitation • Performance productsthat can be evaluated by noting presence (or absence) of observable characteristics e.g. patient’s medical record

  21. CHECKLIST: STEPS IN CONSTRUCTION • Analyse task or performance into specific sequential steps required • List common errors (of omission and commission) made by students • List actions and errors in logical order of occurrence • Provide a system for observer to record sequence of actions

  22. CHECKLIST: Mouth-to-mouth resuscitation

  23. CHECKLIST: contd. • Gives 4 quick ventilations • Checks carotid pulse • *Checks pupils for dilatation • *Bares victim’s chest • Checks anatomical landmarks

  24. TYPES OF RATING SCALES • Graphic Poor rapport Excellent rapport • Graphic with anchors Poor Fair Good Very Good Excellent • Frequency scales Never Seldom Often Always • Behaviourally-anchored

  25. BEHAVIOURALLY-AHCHORED RATING SCALE: ATTITUDES Relationship with patients • Rapport 0: Unable to establish rapport 1: Fair rapport, but occasional lack of communication 2: Good rapport, communicates concern 3: Listens, communicates well, instills confidence 4: Convinces patient of expertise and puts patient at ease 5. Not observed

  26. RATING SCALE: COMMUNICATION Participation in group discussion C. Nature of contributions 0: Does not contribute at all 1: Comments usually distract from the topic 2: 3: Comments usually pertinent, occasionally wanders from topic 4: 5: Comments always related to the topic

  27. RATING SCALE: SKILLS Mouth-to-mouth resuscitation • Effects tight seal Cannot determine Inadequate: Does not attempt to create a tight seal or seal is grossly inadequate Satisfactory: Has leak, but adequate ventilation Excellent: Fully covers mouth from corner to corner, creating an airtight seal

  28. RATING SCALE:STEPS IN CONSTRUCTION • Define unambiguously dimension or behaviour being rated • Decide on number of rating steps • Usually 3 to 10 • Uneven number better • Intervals not necessarily equidistant • Define / describe extremes and then each step in between • Try to avoid relative terms (e.g. frequently), which could be interpreted differently

  29. ERRORS IN RATING • Error of leniency • Error of central tendency • Halo effect • Logical error • Error of contrast

More Related