International Journal of Recent Technology and Engineering (IJRTE) ISSN: 2277-3878, Volume-8 Issue-4, November 2019 4847 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Retrieval Number: D8039118419/2019©BEIESP DOI:10.35940/ijrte.D8039.118419 Abstract: The purpose of this study was to identify the level of learning achievement in psychomotor domain by using Extensive Assessment Instruments (EAI) for fielding category games in Year 5 Physical Education subjects. One shot case study design was used in this study. This study was conducted at nine primary schools in Muar district of Johor with 8 Physical Education (PE) teachers and 570 Year 5 students in PE class involve as participant. The Extensive Assessment Instrument (r = 0.96) contained a rating rubric for the psychomotor domain. The percentage of teachers' agreement on the EAI use was 94.14%. The results of this study showed that the level of students achievement on psychomotor domain for fielding category games in PE subjects was (M = 68.33, SD = 0.87) at the mastery level. Based on these findings, EAI was ideally to used as a standardized measure for assessing student learning achievement in the fielding category games for Year 5 PE subject Index Terms: Physical Education, Extensive Assessment Instruments, one shot case study. I. INTRIDUCTION Assessment was derived from the Greek word ‟Assidere" meaning "sit by" (Adimin, 2011). According to Najib [1], assessment was a process of measuring or systematic evaluation that involves the collection, analysis and translation of information about the level of student achievement on the teaching objectives. Assessment includes variety of procedures used to obtain information about student learning in schools (projects, observations, performance evaluation, paper and pencil tests) and formation values of consideration on student learning progress [2]. Previous study shows that PE teachers at schools use variety of ways and methods to evaluate and assessing in Physical Education subjects asessments. A recent survey on PE teachers by Hensley, Lambert, Baumgartner and Stillwell [3] found that more than 50% of teachers use skills and written test as assessment tools to evaluate students. Revised Manuscript Received on November 15, 2019 Azali Rahmat, Faculty of Sports Science and Coaching, Sultan Idris Education University, Malaysia. Norkhalid Salimin, Faculty of Sports Science and Coaching, Sultan Idris Education University, Malaysia. Hanapiah Khamis, Faculty of Sports Science and Coaching, Sultan Idris Education University, Malaysia. Abd Rahim Mohd Shariff, Faculty of Sports Science and Coaching, Sultan Idris Education University, Malaysia. Furthermore, Wee (2009) explains that assessment in PE was not only to provide feedback on student learning but also to determine the effectiveness of teaching by teachers. Lund and Krik [4] state that there are several ways to assessing behavior on PE such as observation (teachers, freinds and self). Observation was the method that teachers often use in Physical Education asessment. During skill-based activities were implemented, teachers will observe and evaluate students to the skills and grade their achievement based on the actual performance. It is clear that teachers role and responsibility were very important to ensuring that learning assessment were carried out effectively in order to achive objectives that have been set. In addition, teachers were also responsible to provided accurate and fair learning reports based on information and evidence gathered from variety of contexts and applications [5]. The purpose of asssessment in Physical Education and co-curricular activities were to measure and evaluate student performance, participation and involvement in Physical Education activities. Therefore, authentic assessment introduced by Wiggins [6] was an appropriate assessment system to use during the teaching and learning process in Physical Education subjects at schools. While Dikli [7] suggested that alternative assessments should be used by teachers at school as a new method in the education system to replace tests based on curriculum and teaching only. Since alternative assessments have been developed over time, PE teachers have the opportunity to measure strengths and weaknesses of students' in various fields, skills and situations [8]. Behavior assessments also known as alternative assessments or authentic assessments. Alternative assessments were less emphasis on paper and pencil tests, while authentic assessment were more emphasis on real situation in application and practical evaluation. Because of that, behavioral assessment for Physical Education subjects was particularly appropriate for assessing student achievement in psychomotor and affective domains [9]. Therefore, assessments of Physical Education must be implemented and evaluated based on specific criteria and procedures [10]. Assessment of Physical Education was very important in order to provide feedback on the level of student achievement and the effectiveness of the teaching and learning process that implemented by teachers at schools [11]. The Effectiveness of Extensive Assessment Instruments on the Psychomotor Achievement Levels for Fielding Category Games in Year 5 Physical Education Subjects Azali Rahmat, Norkhalid Salimin, Hanapiah Khamis, Abd Rahim Mohd Shariff