Pre-service teachers’ construction and utilization of the affective domain assessment techniques
Year: 2026
Type: article
Study design: Observational Study
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.
DOI: 10.69648/zpfw1810
Institution: Ekiti State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7168729626