The Standard of Teachers’ Assessment Practices in Three Domains of Learning in Nigerian Secondary Schools

Abstract

Assessments of students will only be comprehensive and qualitative where all the three domains of learning are adequately tested using any form of testing techniques but the present assessment practices in most schools neglect the assessment of skills, which are normally associated with personality and characteristics of students. This study investigated quality assurance in teachers’ assessment practices in cognitive, affective and psychomotor domains of learning in Nigerian secondary schools. The study was a descriptive survey research. The instrument for data collection was a questionnaire developed by the researchers. The instrument used was validated and its reliability coefficient was computed to be 0.78. The results showed that teachers are not assessing the students comprehensively in the three domains of learning rather they resort to the assessment of cognitive domain alone and paying less attention to affective and psychomotor domains. Based on the findings, the recommended that teachers should be made to be familiar with the major objectives in their subject area and to practice formulating objectives in all the domains of learning for specific topics, and there will be  continuous monitoring of students learning that will provide teachers with feedback about their effectiveness that be used  to enhance teaching.

Keywords: Teachers, Assessment, Standards, Domains of Learning