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<article>

    <title>Pre-Service Teachers’ Construction and Utilization of The Affective Domain Assessment Techniques</title>

    <slug>pre-service-teachers-construction-and-utilization-of-the-affective-domain-assessment-techniques</slug>

    
            <parent>
            <title>Volume 7, Issue 1</title>
        </parent>
    
    
            <post_type>
            <title>ARTICLES</title>
        </post_type>
    
    	
	
	<year>2026</year>

    
	<volume>7</volume>
	
    
    <content><![CDATA[<p><br />The tripartite taxonomies of learning, without exemptions, contribute<br />in no small measure to students’ learning outcomes. However, existing<br />literature has not identified ongoing gaps in the utilization of affective<br />assessment among pre- service teachers. The paper assesses pre-service<br />teachers’ construction and utilization of the affective domain assessment<br />techniques in classrooms. Descriptive research of a survey type<br />was employed to approach the research problem. The study employed<br />simple random sampling technique. Quantitative research data were<br />collected by administering a well-structured-close-ended questionnaire<br />on sixty pre-service teachers from two universities in Ekiti State, Nigeria<br />who had undergone two teaching practicums. Findings revealed that<br />pre-service teachers hardly utilize the affective domain assessment<br />techniques during teaching practicum. The mostly utilized techniques<br />are questioning, performance assessment and observation, leaving out<br />other assessment techniques. In addition, a significant portion of the<br />respondents could neither construct teacher-made affective assessment<br />techniques nor knowledgeable of how to make use of standardized tests in<br />classroom. Also, majority of respondents only pay attention to students’<br />attitude, attention and participation in class activities leaving out other<br />numerous affective domain components. The study concluded that<br />pre-service teachers’ knowledge and utilization of the affective domain<br />assessment techniques is not encouraging. The study recommended<br />that at the teacher training programme, pre-service teachers should be<br />taught the significance of the affective domain, how to construct and<br />utilize affective assessment techniques in classroom.</p>]]></content>

    
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            <keywords>Affective domain, affective assessment techniques, construction,
pre-service teachers, utilization</keywords>
    
    <date></date>

    <url>https://ijep.ibupress.com/articles/pre-service-teachers-construction-and-utilization-of-the-affective-domain-assessment-techniques</url>

</article>