Abstract
The Zambian educational reforms ratify the assessment of the non-cognitive domains and points out their importance for the sound development of an individual. However, the development and assessment of these dimensions is found to be difficult to measure for the purpose of developing them. So, to include them on certificates could be insignificant since they represent the emotional aspect of a pupil.
Teachers do realise the necessity and importance of domains such as Co-operation, responsibility; self-confidence and healthy lifestyles despite limitations in the execution of methods for identifying and highlighting them. 1 Even if the teachers had a way to separately deal with such assets, it would prove difficult since the selection of students to secondary schools and other institutions of higher learning are done on academic qualification alone. To this effect it is, therefore, logical to learn how development of these cognitive domains may be done in a primary classroom where academic achievement comes first.
This paper, highlights, how the author has attempted to measure and develop such dimensions by using child-to-child approach where children freely participate and help each other improve their respective personal dimensions. This bridges the gap between the slow and fast learners, reduces gender disparity and improve relationships among themselves irrespective of their abilities.
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