Abstract

This study investigated teacher's perceived use of affective assessment on personality and moral development of secondary school students in Umuahia North Local Government Area of Abia State. The study researched on the extent the use of affection assessment influences the personality and moral development of secondary school students in Umuahia North Local Government Area. Three research questions and three hypotheses were used for the study. The population of the study consists of 614 in Umuahia North Local Government Area. Stratified random sampling technique was used to select 242 subjects. A questionnaire titled Affective Assessment of Personality and Moral Development of Students Questionnaire (AAPEMODS) with twenty-three items was utilised to analyze data. The instrument was validated by three experts, one in the field of measurement and evaluation, another in the field of psychology and the other in the field of education management, all in the college of education; Michael Okpara University of Agriculture Umudike. Responses from the teachers were analyzed with the following statistical tools; frequency, mean, and standard deviation, while t-test statistics was used for the hypotheses. Findings from the study revealed that there was no statistically significant difference between the mean responses of male and female teachers on extent affective assessment influences personality and moral development of secondary school students in the area of study. Also the study shows that there was no statistically significant difference between the mean responses of male and female teachers on ways of improving teachers assessment practices. This also shows that making assessment student-based, allowing students give opinions during assessments and avoiding the use of one particular method of assessment all the time are some of the methods used to improve teachers assessment practice. Based on these findings, it was recommended that teachers in secondary schools should be regularly exposed to workshops on the various practices involved in conducting assessments. School administrators should monitor the extent teachers conduct affective assessment in their schools. Education administrators should liaise with the government to have uniform measurable items on the affective domain as this would encourage uniformity across schools. Also, the federal government and private organizations should put measures in place to sponsor teachers so they can learn advanced methods of assessment as this would improve our educational system and further improve the educational performance of secondary school students.