International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2014, Vol. 10(1) 101-116

The Affective Domain of Assessment in Colleges and Universities: Issues and Implications

Michael Olalekan Olatunji

pp. 101 - 116   |  Manu. Number: ijpe.2014.062

Published online: February 15, 2014  |   Number of Views: 167  |  Number of Download: 499

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Abstract

A comprehensive Assessment is indispensable for effective guidance, appropriate placement of students and relevant educational development. This paper attempts an examination of issues concerning the affective domain of assessment as an integral part of general assessment and draws out the implications of these issues. The paper also discusses the significance and the need for consistent affective assessment and the modality of using the data obtained through affective assessment to provide holistic educational experience to students. Among other things, it is suggested that students and educators be made to realize the value of affective attributes. To do this successfully, these attributes are to be clearly and specifically developed, taught and assessed in their own rights as opposed to their being simply integrated in cognitive tasks.

Keywords: Assessment, cognitive, affective, administrators, educators, learners

How to Cite this Article?

APA 6th edition
Olatunji, M.O. (2014). The Affective Domain of Assessment in Colleges and Universities: Issues and Implications . International Journal of Progressive Education, 10(1), 101-116.

Harvard
Olatunji, M. (2014). The Affective Domain of Assessment in Colleges and Universities: Issues and Implications . International Journal of Progressive Education, 10(1), pp. 101-116.

Chicago 16th edition
Olatunji, Michael Olalekan (2014). "The Affective Domain of Assessment in Colleges and Universities: Issues and Implications ". International Journal of Progressive Education 10 (1):101-116.

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