ABSTRACT
The tripartite taxonomies of learning, without exemptions, contribute
in no small measure to students’ learning outcomes. However, existing
literature has not identified ongoing gaps in the utilization of affective
assessment among pre- service teachers. The paper assesses pre-service
teachers’ construction and utilization of the affective domain assessment
techniques in classrooms. Descriptive research of a survey type
was employed to approach the research problem. The study employed
simple random sampling technique. Quantitative research data were
collected by administering a well-structured-close-ended questionnaire
on sixty pre-service teachers from two universities in Ekiti State, Nigeria
who had undergone two teaching practicums. Findings revealed that
pre-service teachers hardly utilize the affective domain assessment
techniques during teaching practicum. The mostly utilized techniques
are questioning, performance assessment and observation, leaving out
other assessment techniques. In addition, a significant portion of the
respondents could neither construct teacher-made affective assessment
techniques nor knowledgeable of how to make use of standardized tests in
classroom. Also, majority of respondents only pay attention to students’
attitude, attention and participation in class activities leaving out other
numerous affective domain components. The study concluded that
pre-service teachers’ knowledge and utilization of the affective domain
assessment techniques is not encouraging. The study recommended
that at the teacher training programme, pre-service teachers should be
taught the significance of the affective domain, how to construct and
utilize affective assessment techniques in classroom.
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