PE plays an important role in the growth and overall development of students through the learning outcomes in cognitive, psychomotor and affective domains (Darst & Pangrazi, 2006). In 1989, a formal summative assessment of the PE subject was introduced for the first time and the assessment comprises two parts, namely examination and national physical fitness standard test (SEGAK). However, this assessment is not comprehensive enough as students are evaluated only by means of an examination (cognitive domain) and the SEGAK test (psychomotor domain) focuses only on the aspect of physical fitness. As such, the existing assessment method for PE subjects is neither complete and holistic nor balanced and comprehensive owing to the unavailability of a standard instrument for use by teachers to assess students, particularly those involving skills in sports. This study introduces a Comprehensive Assessment (CA) to assess the learning outcome levels of students in badminton (Figure 1).The CA is developed based on the taxonomies of learning by Bloom (1956) for the cognitive domain, Dave (1970) for the psychomotor domain and Krathwohl et al. (1964) for the affective domain.
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