AbstractAffective domain has so far remained  the most difficult aspect to elevate,  including ways to assess it.  In reality, students’ character and personal identity development, either cognitive, affective, or psychomotor domains, which are directly integrated in the subjects or implicitly associated with students’ everyday learning  activities,  should  ideally  be  accompanied  by  systematic,  comprehensive  and  sustainable assessment  programs.  This  paper  aims  to  report  some  problems  associated  with  the  assessment  on affective domain as  an attempt to  understand teachers’ needs  in the assessment  implementation, especially atMadrasah  Aliyah (Islamic  secondary  schools). The  data  were garnered  throughfocus group  discussion(FGD) technique.  The  collected  data  were  analyzed  inductively  to  generate substantially  meaningful  information.