Internal assessment is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if used formatively. It is therefore important for teachers to be abreast with formative assessment techniques and how to use them in their classroom activities to win back public confidence. This could be achieved if, tutors try to follow the laid down procedures in administering formative assessment in their colleges. Therefore, there is a need to study formative assessment techniques tutors use to assess teacher-trainees' learning in Social Studies. A Case study research design was used. The study was carried out in three Colleges of Education in the Central Region of Ghana. The data were used together to form one case. Both the tutors and the colleges were purposively and conveniently selected for the study. Interview guides and classroom observation checklists were administered to nine (9) Social Studies tutors at Colleges of Education. The research found that due to the hasty nature of formulating formative assessments and scoring, tutors emphasised the cognitive domain to neglect the affective and psychomotor domains, which are also of paramount importance. Formative assessment should cover the three learning domains but in setting and scoring questions importance is attached to the cognitive domain to neglect the affective and psychomotor domains. This makes students pass through the academic system without acquiring the needed skills, values and attitudes that will enable them to right the wrong in society using appropriate tools.