Journal of Innovation in Educational Assessment
JIEA focuses on the evolving dimensions of educational assessment in a rapidly digitalizing world. It examines how technology, inclusivity, and modern psychometrics intersect to create fairer and more effective evaluation systems across disciplines. Emphasizing feedback, adaptability, and 21st-century skills such as critical thinking and creativity, it challenges traditional notions of testing while promoting innovation, equity, and evidence-based reform in education and research.
International Association for Innovations in Educational Assessment
Navigating Opportunities and Challenges of Digital Innovation in Educational Assessmentin Nigerian Higher Institutions
Assessment is a means to evaluate performances, adjudge assimilation levels and knowledge impartation of students at all levels of education. Thus, innovative approaches to monitor students’ learning and progress have been offered by digital technological innovation, which has changed the assessment process in recent years. This positional paper examines navigating opportunities and challenges of digital innovation in educational assessment in Nigerian higher institutions. Related literature is reviewed to examine the variables of the study. Descriptive research methodology is employed to guide the study. The study identified various opportunities of digital innovation in educational assessment, such as improving educational performance assessment, preparing students for life in the digital world, enabling students to build the digital skills and revolutionising students' learning experiences. However, the challenges identified as obstacles to digital innovation in educational assessment include budget constraints, lack of professional training, poor network infrastructure, resistance to change, no cleartechnology integration strategy, unreliable devices and software, administrators' lack of awareness, data privacy and security concerns, the digital divide and students’ engagement issues. The study discussed seven types of educational assessment, such as diagnostic assessment, formative assessment, summative assessment, peer assessment, ipsative assessments, norm-referenced assessments and criterion-referenced assessments. It was recommended that training and retraining should be employed as strategies to aid students and teachers to be digital innovation user-friendly.
Copyright (c) 2026 Journal of Innovation in Educational Assessment
Impact of Assessment-Informed Instruction on Perceived Student Learning Outcomes in Public Secondary Schools in Rivers State
This study examined the assessment-informed instruction and perceived student learning outcomes in secondary schools in Rivers State. The study adopted a descriptive survey design. A total of 285 teachers, comprising 138 males and 147 females, were selected using stratified random sampling from the three senatorial zones of Rivers State. Data were collected using a structured questionnaire titled Assessment-Informed Instruction and Student Learning Outcome Questionnaire (AIISLOQ). The instrument yielded a reliability coefficient of 0.84 using Cronbach's alpha, confirming its internal consistency. Data were analysed using mean, standard deviation, and independent t-test at a 0.05 level of significance. Findings revealed that teachers in Rivers State public secondary schools utilised assessment data in instructional planning to a low extent. However, they perceived assessment-informed instruction as having a high positive impact on student learning outcomes. The t-test analysis further showed a significant difference (p=0.03<0.05) between male and female teachers in their level of assessment data utilisation, favouring male teachers, while no significant difference existed (p=0.07>0.05) in their perception of its impact on students’ learning outcomes. Based on the findings, it was recommended, among others, that teachers be given continuous professional development on assessment data interpretation and utilisation and that school administrators should promote evidence-based instructional practices.
ASSESSING TEACHERS’ IMPLEMENTATION OF DIFFERENTIATED ASSESSMENT STRATEGIES IN SECONDARY SCHOOLS IN NASARAWA STATE
Differentiated assessment has become a pivotal approach in modern education, focusing on adapting assessment strategies to meet the diverse needs of students. Mainstream schools are inclusive schools that uphold the principles of equity and equality but provide an assessment strategy that caters to all learners irrespective of the differences that exist among students. Therefore, the study focused on assessing teachers’ implementation of differentiated assessment strategies in secondary schools in Nasarawa state. Three research questions and three hypotheses guided the study. A descriptive survey was adopted with a population of 4,560 secondary school teachers in 282 senior secondary schools. A sample of 650 teachers from 65 senior secondary schools. Teachers’ Use Differentiated Assessment Questionnaire (TUDAQ) was used for the study, with a validity and reliability indices of 0.78 and 0.86, respectively. Mean and standard deviation were used to answer the research question, while the t-test of independent samples was used to test the hypotheses at a 0.05 level of significance. The results revealed that the teacher's level of implementing differentiated assessment levels was low, and there was no significant difference between the implementation level of male and female teachers. The study recommended that the state ministry of education, through their Area Inspectorate Offices, should ensure to organize teacher training workshops on differentiated assessment implementation in schools and ensure teachers’ implementation in classrooms.
Differentiated assessment, gender, rural and urban
Determinants of AI-Tools utilization among Lecturers in Tertiary Institutions in South-South Nigeria
The study focused on Determinants of AI tools Utilization among Lecturers in Tertiary Institutions in South-South Nigeria. The study adopted both descriptive and correlational research designs. Three specific objectives guided the study. The population of the study included 13,603 lecturers in tertiary institutions in South-South Nigeria. A sample of 276 lecturers was drawn using multi-stage sampling procedure. Two instruments named “Social-Personal Determinants Questionnaire” (SPDQ) and “Artificial Intelligence Tools Utilization Questionnaire” (AITUQ) were used to collect data for the study. The instruments were validated by three experts in Measurement and Evaluation. Cronbach Alpha was used to test the reliability of the instruments which yielded indices of 0.79 and 0.73 respectively. Mean and standard deviation were applied to answer the research questions, while simple regression, independent t-test and ANOVA were used to test the hypotheses. Result indicated that there was significant influence of gender (p=0.00<0.05) and socio-economic status (p=0.00<0.05) on Artificial Intelligence tools utilization among lecturers in tertiary institutions in Rivers State. On the other hand, digital literacy level (p=0.009<0.05) related significantly with Artificial Intelligence tools utilization among lecturers in tertiary institutions in Rivers State. Based on this, it was recommended among others that government should invest in tertiary education by providing the necessary Artificial Intelligence tools to encourage its utilization
Gender Dimensions of Technology Integration and Four C Skills (Critical Thinking Creativity, Communication, and Collaboration) in STEAM Education
This study investigated the gender dimensions of technology integration in STEAM classrooms and its effect on fostering the Four Cs, critical thinking, creativity, communication, and collaboration. A quasi-experimental pretest–posttest control group design was adopted in Nigerian secondary schools. The population comprised Senior Secondary Two students, from which a stratified random sample of 200 students was selected. Data were collected using the Technology Integration Perception Questionnaire (TIPQ) and the STEAM Skills Performance Test (SSPT). Data were analyzed using mean and standard deviation to answer research questions, independent t-tests, ANCOVA, and two-way ANOVA, alongside supplementary analyses to test the hypotheses. Results revealed that female students outperformed males with a small-to-moderate effect size. Teacher technology use significantly improved students’ Four C skills, which partially mediated achievement. Prior achievement emerged as the strongest predictor, while class-level variance was negligible. The findings indicate that technology-enhanced pedagogy benefits both genders equitably and strengthens 21st-century skills. It is recommended that teachers adopt gender-responsive pedagogies and receive training in integrating creativity, collaboration, and critical thinking into digital learning environments.
1. Patrick J. Uko and Sylvanus P. Idiong Uko
Active Recall as an Assessment Strategy for Cognitive Retention and Affective Outcomes in STEAM Education
This study examined the effectiveness of active recall as a self-testing strategy for enhancing students’ academic performance, retention, engagement, metacognitive awareness, and selfefficacy in Science, Technology, Engineering, Arts, and Mathematics (STEAM) subjects in South-South Nigeria. A quasi-experimental pretest–posttest non-equivalent control group design was employed using a sample of 120 senior secondary two students selected through purposive sampling. The experimental group received instruction integrated with active recall strategies, while the control group was taught using conventional methods. Data were collected using the STEAM Achievement and Retention Test (SART), Metacognitive Awareness Inventory (MAI), STEAM Self-Efficacy Questionnaire (SSEQ), and Student Engagement Checklist (SEC). Reliability coefficients ranged from 0.79 to 0.85, indicating high internal consistency. Data were analysed using mean, standard deviation, independent t-test, and Analysis of Covariance (ANCOVA). Results revealed that active recall significantly improved students’ academic performance, retention, engagement, metacognitive awareness, and self-efficacy. The findings further indicated no significant gender differences, suggesting that the strategy is equitable across male and female students. It was recommended that active recall be integrated into classroom instruction, teacher training, and curriculum design to enhance long-term learning outcomes in STEAM education.
Transforming Educational Assessment with Artificial Intelligence:Opportunities, Challenges, and Implications for Nigerian Education
This paper explores the integration of artificial intelligence in educational evaluation, aiming to enhance student's outcomes and teaching practices. AI's capabilities in personalised learning, automated assessment and real-time feedback, offer opportunities to address traditional evaluation methods' limitations. Using a conceptual approach, this article examines AI's benefits and challenges in educational assessment, highlighting its potential to revolutionise teaching and learning practices. Key findings suggests, AI can improve students learning outcomes by providing tailored learning experiences, identifying knowledge gap and facilitating data-driven decision- making. However concerns related to data privacy, algorithmic bias, and equitable access must be addressed. The article discusses AI's role in enhancing assessment accuracy, efficiency and effectiveness, while ensuring fairness and transparency. Recommendations include careful considerations of AI's benefits and challenges, ongoing research and development, and informed decision making by educators, policy makers, and researchers to support students' learning and success. Ultimately, AI has the potential to transform education, but its integration requires thoughtful planning, collaboration and commitment to equity and excellence. By examining AI'S potential in educational assessment, this article contributes to the discussion on the future of education and AI's roles in shaping teaching and learning practices.
Evaluation of the Effectiveness of Computerized Test in Curbing Examination Misconduct in the Unified Tertiary Matriculation Examination in Nigeria
Abstract Advancement in technology has made possible the redesigning of modes of testing to suit the 21st-century assessment which measures diverse skills more accurately. Computerised testing, also known as a computer-based test, is a test deployed through the internet or a local area network and scored electronically. The problem of examination misconduct in our educational institutions has put the nation at risk of achieving higher academic standards and portends adverse consequences for UTME as a yardstick for admission into tertiary institutions in Nigeria. Computerised testing has become a necessary intervention to assist in curbing examination misconduct. The study investigates the effectiveness of computerised tests in curbing examination misconduct in the UTME between 2014 and 2023 in Nigeria. The study sought to evaluate the deployment of computerised tests to ascertain their effectiveness in curbing examination misconduct in the UTME between 2014 and 2023 in Nigeria. Three research questions and hypotheses are used to guide the study. The study adopted an ex-post-facto research design. The population of the study was 16,503,116 candidates, and a sample of 57,994 was selected using purposive sampling. The study used percentages to answer research questions and the chi-square test to test the hypotheses at the 0.05 level of significance. The result revealed that computer testing is an effective method of curbing examination misconduct in academic institutions in Nigeria. The study recommended, among others, that enough resources should be directed towards realisation of the potentials of computerised tests in all public and private examinations to eliminate all forms of examination misconduct in Nigeria.
Examination Misconduct, computerized test, UTME
Enhancing poultry production for wealth Creation in Rural Areas of Ebonyi State
The study investigated strategies for improving poultry production for wealth creation in rural areas of Ebonyi state, Nigeria. The study focused on poultry house construction, feed, feeding, diseases prevention and marketing of poultry products. Adescriptive survey research design was adopted and involved all the 43 senior Agricultural science teachers, 53 registered poultry famers and 8 extension officers in Ohaukwu L.G.A of Ebonyi statemaking a total of 104respondents for the study. Thirty-five (35) item statements was developed by the researcher (Questionnaires) for the study and used in generating data. Data collected was analyzed using mean and standard deviation in answering the research questions, while ANOVA at 0.05% probability level was deployed to test the null hypotheses. The study found that all the 35 item statements investigated were all viable strategies for improving poultry production for wealth creation in rural areas of Ebonyi state. It was concluded that there was no significant different among the mean response of the three sets ofrespondents regarding the strategies investigated. It was recommended that all the strategies identified in this study should be incorporated in a hand manual for teaching poultry production in schools and colleges by curriculum planners and extension officers.
Comparative Analysis of Psychometric Profiling of AI-Generated and Teacher Constructed Multiple-Choice Question Items
The emergence of artificial intelligence (AI) in educational assessment has created new opportunities for automating test item development, yet questions remain regarding the psychometric soundness of AI-generated instruments compared to teacher-constructed tests. This study undertook a comparative analysis of the psychometric properties of multiple-choice questions (MCQs) generated by an AI language model and those designed by experienced teachers. Using a quasi-experimental design, two parallel test forms of 30 items each were administered to 300 senior secondary school students in Akwa Ibom State. Parameters analyzed were difficulty index and discrimination index, while test reliability was examined using KR-20, and validity was through content alignment and correlated with external achievement scores. Results revealed that both AI-generated and teacher-made tests achieved acceptable reliability coefficients (α = 0.746 and α = 0.949, respectively). Teacher-made items demonstrated slightly superior discriminating indices (mean = 0.45) compared to AI-generated items (mean = 0.41), whereas AI-generated items exhibited a more balanced difficulty level, with 74% falling within the optimal difficulty range compared to 69% of teacher-made items. The findings indicate that AI-generated MCQs can produce psychometrically sound items comparable to teacher-made ones, though refinement is needed in discriminative power and distractor plausibility. This study concludes that AI holds promise as a supportive tool for large-scale item generation, but human expertise remains essential for ensuring validity and alignment with pedagogical intent.
Multiple-choice questions, AI-generated items, teacher-made items, achievement test, Psychometric profiling
AI-Supported Differentiated Assessment and Students’ Academic Performance,Engagement, and Perception of Inclusion in Senior Secondary Schools in
This study examined the effect of AI-supported differentiated assessment on academic performance, students’ engagement, and perception of inclusion in mixed-ability secondary school classrooms in Akwa Ibom State, Nigeria. Using a quasi-experimental (pretest-posttest non-equivalent control group) design, 180 Senior Secondary II (SS2) students were selected from four schools (two experimental and two control groups). The experimental group (n = 85) experienced AI-enabled differentiated assessments (adaptive quizzes, individualised feedback dashboards, and differentiated tasks), while the control group (n = 95) was assessed using traditional teacher-designed uniform assessments. Data were collected using mathematics achievement tests, a validated engagement questionnaire, and an inclusion perception scale. Using ANCOVA to adjust for pretest scores, the study found that students in the experimental group significantly outperformed those in the control group on posttest achievement (F(1, 176) = 25.43, p < .001, η² = .13), reported higher engagement (F(1, 176) = 22.17, p < .001, η² = .11), and had stronger feelings of inclusion (F(1, 176) = 18.90, p < .001, η² = .10). The results suggest that AI-supported differentiated assessment is an effective strategy for promoting academic achievement, enhancing engagement, and fostering inclusive attitudes among learners. Implications for teacher training, resource provision, and policy in the AI era are discussed.
The Ownership of AI-Assisted Knowledge: Negotiating Authorship and Intellectual Property in Academia
Abstract The rapid integration of generative artificial intelligence (AI) in higher education has raised urgent questions about authorship, intellectual property (IP), and academic integrity. This study examines the ownership of AI-assisted knowledge in academia, with particular focus on language and literature disciplines. Employing a qualitative, document-based approach, the research analyses scholarly literature, institutional AI policies, and copyright/legal frameworks from the United States, international bodies (WIPO and UNESCO), and African contexts. Findings reveal that AI’s engagement as both tool and co-creator can destabilise traditional human-centred notions of authorship, creating tensions between machine assistance, human creativity, and academic responsibility. While AI has the potential to enhance learning and research productivity, ownership and accountability must remain with human intellectual agents who control, interpret, and transform AI outputs. The study proposes a framework grounded in transparency, human-centred authorship, discipline-specific guidelines, and institutional alignment with legal and ethical norms to safeguard creativity, cultural ownership, and pedagogical integrity. This framework provides actionable guidance for universities, students, and lecturers navigating AI-assisted academic practices, balancing innovation with ethical and scholarly rigour.
Language and Literature: Human-Centred Authorship
Artificial Intelligence Utilization and Students' Understanding of Copyright in Academic Work in Akwa Ibom State University
This study examined artificial intelligence utilisation and students' understanding of copyright in academic work in Akwa Ibom State University. The objectives were to determine the extent of AI utilisation among students and assess their level of understanding of copyright, with a view to examining the influence of AI use on intellectual property awareness. A quantitative survey design was adopted, and data were collected from 360 undergraduate students using a structured questionnaire. Descriptive statistics, Pearson correlation and regression analysis were employed for data analysis. The findings revealed that students made high use of AI tools, particularly for grammar correction, editing, and idea generation, but only moderate use for writing full essays and projects. Students’ understanding of copyright and plagiarism was moderate, with most recognising traditional plagiarism but showing misconceptions about whether AI-generated text requires citation. Hypothesis testing indicated a significant positive relationship between AI utilisation and students’ understanding of copyright (r = 0.396, p < 0.05) and plagiarism (r = 0.445, p < 0.05). Regression results further showed that AI utilisation significantly predicted students’ overall intellectual property awareness (β = 0.42, R² = 0.18, p < 0.05). The study concluded that while AI enhances students’ awareness of academic integrity, misconceptions remain concerning intellectual property in the context of AI-generated content. It is recommended that Akwa Ibom State University incorporate AI ethics and intellectual property education into its curriculum. Additionally, the university should strengthen its policies on AI usage, provide access to plagiarism and AI-detection tools, and organise regular training workshops for both students and lecturers.
Impact of Teachers’ Prompt Feedback on Academic Performance of Senior Secondary School II Students in Mathematics in Benue State, Nigeria
Education is aimed at bringing out desirable behavioural changes which may be overt or covert. These behavioural changes are the objectives of teaching/learning. To achieve this aim, a prompt feedback is required. The study is on the impact of teachers’ prompt feedback on the academic performance of Senior Secondary School (SS2) students in mathematics in Nigeria. Two (2) research questions guided the study. The study adopted the quasi-experimental pre-test and posttest non-equivalent group design where 13894 senior secondary school students made up the population. Three hundred and sixty-eight SSSII students were sampled for the study using purposive and simple random sampling techniques. A mathematics achievement test was used for data collection. The Content Validity Index (CVI) was 0.70, indicating a high reliability coefficient of the instrument. Mean and standard deviation were used to answer research questions, and an independent sample t-test was used to test hypotheses. The result showed a significant difference in the mean performance of students in mathematics and gender. Therefore, it is recommended that teachers establish prompt feedback during and after lessons and consider gender differences during lesson delivery.
Influence of Artificial Intelligence Integration On Workforce Readiness Among Undergraduate Students of Benue State University, Nigeria
Technology has changed how we think about skills and competencies. How does artificial intelligence change the way we think about the workforce readiness of the students at Benue State University? This study examines how the integration of AI into education systems impacts digital literacy, problem-solving, and critical thinking. A descriptive survey research approach was used for the study. The total population for the study was all the full-time undergraduates of Benue State University, and for the study, a sample of 394 students was selected through simple random sampling, using Taro Yamane's formula. The survey method was chosen to obtain the data, and a structured questionnaire, measuring the five-point Likert Scale, was used. The Content Validity Index recorded 0.83, and the instrument had a reliability coefficient of 0.89, determined using Cronbach’s alpha. The data was analysed using descriptive and simple linear regression statistics. The study found that the integration of artificial intelligence changed digital literacy, problem-solving, and critical thinking. The study showed that the integration of AI in the university teaching-learning process improves workforce readiness and the skills demanded in the technology-driven economy.
Effects of Brainstorming and Field Trip Teaching Methods on Senior Secondary School Physics Students’ Achievement in Bwari Area Council, Abuja
The study investigates the effect of brainstorming and field trip teaching methods on senior secondary school physics students’ achievement in the Bwari Area Council, Abuja. This study adopted a quasiexperimental pre-test and post-test control group design. The population of this study comprises all SS2 students in public secondary schools in the Bwari Area Council, Abuja. A simple random sampling technique was used to select three classes of senior secondary physics students studying in six schools. The classes selected were randomly distributed to treatment and control groups (comprising 226 students), respectively. However, the purposive sampling technique will be used to select three SS2 physics teachers in each of the schools selected to serve as research assistants. The researcher developed an instrument tagged the Physics Achievement Test (PAT). Two research questions with two corresponding hypotheses were formulated to facilitate the study. The data collected for the study were classified into pre-test and post-test scores for both experimental and control groups. Descriptive statistics were used to get the group mean scores and standard deviation of students' performance in the Physics Achievement Test (PAT). The null hypotheses were tested using ANCOVA at the alpha 0.05 level of significance. The study showed that brainstorming and field trip teaching methods have a highly significant effect on senior secondary school physics students’ achievement.
Development and Validation of a 21st-Century Skills Instrument Towards Sustainable Employability of Graduates of Technical and Vocational Education and Training in Nigeria
The volatile global labour market and improvements in technology demand that teaching and assessment of Technical and Vocational Education and Training (TVET) institution programmes should focus on 21st-century skills (21CS) for the sustainable employability of the graduates. This implies that TVET institutions in Nigeria are expected to promote 21CS in their students. Traditionally, the teaching and assessment structures in the curricula of TVET institutions in Nigeria may not contain 21CS, which possibly accounts for the rising unemployment among the graduates. Since assessment plays a critical role in the actualisation of curriculum objectives, it is expected that both teachers and assessment practitioners should engage in assessment of 21CS. However, there is a lack of clarity regarding the specific 21CS that are being assessed in TVET programmes. This paper, therefore, identified 21st-century skills and developed an instrument for assessing the skills for sustainable employability. Four research questions were answered, and one hypothesis was tested. The study adopted an instrumentation research design. The population comprised all students of TVET institutions in Nigeria. Simple random sampling was used to select 2000 students of technical colleges in various trades. The Instrument for Assessing 21st Century Skills (IA21CS) was validated by four experts in measurement and evaluation and trial tested on 200 students with a Cronbach Alpha Coefficient of 0.87. Data were analysed using exploratory factor analysis and t-test statistics. Results showed that 60 out of the 100 items developed were retained in six of the fifteen factors with a high reliability coefficient of 0.95. Thus, it was recommended that the instrument be used to measure 21st-century skills of students in TVET institutions in Nigeria to promote sustainable employability of the graduates.
Tertiary Institutions and Employability: A Case Study On Electrical Technology Graduates' Attributes
This paper examines the view of employers of electrical technology graduates on the kinds of knowledge, skills and attributes valued in the workplace. Empirical data were gathered through the questionnaires that were administered to employers of electrical technology graduates. Pie chart, mean rating and correlation analysis were used as the statistical tools. The data generated served as a barometer of employer views on the quality of electrical technology graduates and standards generally expected from tertiary institutions. The analysis of attributes shows that employers consistently rated the importance of attributes higher than their satisfaction with graduates' display of the same attributes. The views of employers on the quality of electrical technology graduates are but one form of data in exploring the relationship between tertiary institutions and employability and the degree of fit between expectations and what can be delivered in the form of graduates who need to demonstrate a range of attributes in the changing workplace. The curriculum of educational institutions, especially at the tertiary level, must be structured to be more relevant to the needs and status of the Nigerian society. This will ensure national development. Keywords: employability, technical skills, generic skills, national aspiration and transdisciplinary skills.
Development and Validation of Economics Instructional Package (EcoIPac) for Learning Difficult Economics Topics in Senior Secondary Schools Lagos State, Nigeria
The development and effect of the Economics Instructional Package (EcoIPac) for the learning of difficult topics on students' learning outcomes in economics were investigated in the study. The study adopted a non-experimental research design. The population of the study comprised all SS2 Economics students, with an intact class of two hundred and sixty-two (262) students being used for the study. Three (3) educational districts were randomly selected from six educational districts in Lagos. Four schools having functional computers were purposively selected for the study, and two schools were assigned to each. Two instruments were used to gather data. The Economics Instructional Package Rating Scale (r=0.72) and the Economics Instructional Package Adequacy Software Development Rating Scale (r=0.78) were used to collect data. Data were analysed using descriptive statistics. Results showed that the Economics Instructional Learning Package (EcoIPac) conformed to software development procedures. It also affirmed that the learning package is user-friendly in terms of navigation, chats, voiceover/sound, and examples cited, coupled with embedded feedback and assessment. It also showed that the students did not encounter challenges (launching of the package, use of text, sound, and examples, and explicit use of diagrams) learning with the digital package. In view of these findings, it was recommended that the Economics instruction package should be used for learning difficult Economics topics; this will improve students' learning outcomes in Economics. Thus, teachers can also adapt it for their teaching methodology regarding difficult topics in Economics.
Difficult topics, Economics Instructional Package, Learning Outcomes, Package development, User-friendliness
The Practice of Formative and Summative Assessments in Enhancing Basic Science Teaching and Learning
The practice of formative and summative assessments plays a crucial role in enhancing teaching and learning in Basic Science Education. Formative assessments, conducted during the learning process, provide valuable feedback to students and teachers; helping to identify strengths, weaknesses, and areas for improvement. Summative assessments, on the other hand, evaluate students' overall understanding and academic achievement at the end of an instructional period. The integration of both types of assessments fosters a deeper understanding of scientific concepts, encourages active learning, and improves overall academic performance. This paper aims to explore how formative and summative assessments can be used strategically to improve in Basic Science Education, emphasizing their role in enhancing students' outcomes, engagement, and mastery of scientific principles. However, integrating formative and summative assessments presents several challenges and considerations that educators must navigate to effectively support student learning and achievement.
The Impact of Junior Secondary Basic Science on Senior Secondary Physics Outcome in Rivers State, Nigeria
The study investigated the impact of Basic Education Certificate Education (BECE), considering Basic Science as a predictor of Senior Secondary Certificate Examination (SSCE) Physics performance in public secondary schools in Port Harcourt metropolis. The study employed both ex-post facto and correlational design. A sample of 593 students was employed for the study and purposive sampling technique was utilized to select the sample. The study was anchored on the Motivational Systems Theory of Academic Achievement. Three research questions and three corresponding hypotheses were tested at 0.05 level of significance. Data used for the study was collected directly from the examining bodies. The data obtained was analyzed using simple linear regression statistics. The findings of the study showed BECE Basic Science performance does not significantly predict SSCE Physics performance (R² = .001; β = 0.028, P > 0.05), accounting for only 0.1% of the variance in students' Physics scores. Gender-based analysis indicated that female students' BECE Basic Science performance had no significant predictive effect on SSCE Physics (R² = .004; β = -0.064, P > 0.05), explaining only 0.4% of the variance, while male students' BECE Basic Science scores also showed no significant prediction (R² = .005; β = 0.069, P > 0.05), explaining 0.5% of the variance. Based on these findings, it was recommended that the Nigerian Educational Research and Development Council (NERDC) review the junior secondary Basic Science curriculum to incorporate more Physics-related content, ensuring early exposure to fundamental Physics concepts.
Teachers' Perception of the Influence of Technological Advancement on Assessment
This study explores teachers' perceptions of the influence of Technology on assessment practices in education, employing a qualitative approach. Lecturers from College of Education, Katsina-Ala, Benue State were used as the population of the study. From a stratified random sampling, 130 participants were selected, and data were gathered through semi-structured interviews, allowing for in-depth exploration of their experiences, challenges, and views on the use Technology in assessments. The Teachers' Views on Technology in Assessment Evaluation Scale (TV-TIAES) was utilized, with construct validity achieved through experts' reviews. Thematic analysis uncovered nuanced insights, revealing that while Technology enhances efficiency through automated grading, increases flexibility in assessment design, and improves student engagement and motivation, it also raises concerns related to access, equity, and ethical considerations. Findings highlight the need for equitable access to technology and professional development to fully harness its potential in educational assessments. Overall, the research uncovers a complex landscape where Technology presents both opportunities and significant challenges, underscoring the need for tailored professional support and ethical guidelines to ensure widespread benefits. Recommendations were therefore made in the areas of Enhancing Equitable Access to Technology, Implementation of Targeted Professional Development programmes, Establishment of Ethical Guidelines for Technology Use in Assessment as well as Encouraging a Blended Approach to Assessment.
School Accreditation Status and Perception of National Examinations Council Accreditation Exercises in Nigeria
The accreditation status of schools is an essential determinant of their ability to function as certified educational institutions, and the process leading to a decision on this status placement by accrediting bodies, like the National Examination Council (NECO) in Nigeria, plays a critical role in this regard. This paper examines how schools in Nigeria perceive NECO's accreditation exercise effectiveness in assessing teaching learning activities and infrastructural facilities, and how this perception is influenced by their accreditation status (full, partial and/or failed). Using a mixed-method approach, data were gathered from 1,363 secondary school administrators in 120 secondary schools from six selected states across Nigeria to explore the relationship between schools' accreditation status and perception of these schools' administrators on NECO's accreditation exercise. An analysis of variance revealed a p-value of 0.001 for accreditation as being effective in assessing the quality of teaching-learning and facilities in schools. This means that there is a difference in perception among staff from schools with full, partial and failed accreditation status on NECO accreditation exercises in assessing teaching-learning activities and infrastructural facilities in Nigerian secondary schools. In other words, accreditation status has effect on the school staff's perception of the accreditation exercise. The study therefore recommended that accreditation bodies (NECO) should ensure openness and clarity in the accreditation process, collaborate with educational stakeholders (Ministry of Education, school administrators, and teachers) by organising sensitisation programmes focused on accreditation requirements, standards and quality improvement strategies. Government and development partners, on the other hand, can assist schools in terms of infrastructural development and other resources to meet the quality standard expected by the accreditation bodies, such as NECO.
Reinvigorating Social Skills in Children and Adolescents: Emphasis on Courtesy and Politeness
Cultural Intelligence plays a vital role in shaping the social skills of children and adolescents, influencing their ability to interact effectively across diverse cultural settings. Social skills such as politeness, courtesy is essential for fostering positive relationships, self-esteem, and teamwork. However, various societal changes, including increased reliance on technology and shifting social norms, have led to a decline in these critical interpersonal skills. This paper explores the role of parents, teachers, and therapists in reinforcing social skill development and highlights the impact of peer influence on shaping behaviors. Furthermore, it examines strategies for promoting politeness and courtesy, such as modeling respectful behavior, teaching social norms, and encouraging pro-social actions. By implementing structured interventions and reinforcing positive interactions, children and adolescents can develop stronger social skills that contribute to their overall well-being and societal harmony.
Forest Conservation and Human Security Outcomes: The Role of Local Communities in Nigeria
This study investigates the role of local communities in forest conservation and its impact on human security in Ondo State, Nigeria, using a cross-sectional survey design across selected six forest reserve communities in Ondo State. Employing a mixed-methods approach with a multi-stage sampling strategy, data were analyzed using descriptive statistics, principal component analysis, multiple linear regression, and Chi-Square tests. Findings reveal that corruption and lack of transparency, weak institutional capacity, restrictive government policies, lack of awareness and education, and poor communication are significant barriers to community participation, collectively accounting for 91.454% of variance and exacerbating human insecurity. Policy recommendations include enhancing transparency, strengthening institutions, reforming policies, increasing awareness, empowering communities, and improving government-community communication to foster effective forest conservation and enhance human security outcomes
Exploring Item Bias Analysis Methods for Enhanced Digital Assessment in the Tertiary Education Sector
This paper explored Item Bias Analysis Methods for Enhanced Digital Assessment in the Tertiary Education Sector. With the growing adoption of digital platforms for university examinations, there are increasing concerns about the psychometric quality of Computer-Based Tests (CBTs). The Lord Raju method, grounded in Item Response Theory (IRT), offers a sophisticated approach to evaluating item discrimination and difficulty, enhancing precision and validity. In contrast, the Mantel Haenszel method, which relies on contingency tables, provides a more straightforward and accessible alternative. This paper compared these methods to assess their applicability, reliability, and suitability for tertiary assessments. Conducted with 3,851 third-year undergraduates at Ignatius Ajuru University of Education, the study utilized matrix sampling techniques to select 800 students and 50 test items. Data were gathered using the validated General Studies English Language Performance Test (GNSELPT), which has a reliability coefficient of 0.84. The findings indicate that both methods effectively identified Differential Item Functioning (DIF) items, though their consistency varied with gender and mode of entry. The study recommends regular monitoring and evaluation of test items using multiple methods as part of a quality assurance process.
Evaluating the Impact of Digital Innovations for Shaping the Future of Social Sciences
This paper evaluates the transformative impact of digital innovations on assessment and evaluation methodologies within the Social Sciences. As educational paradigms shift towards more integrated and technology-driven approaches, traditional assessment techniques are increasingly being supplemented, if not replaced, by digital tools and platforms that enhance the measurement of students' learning, engagement, and social competency. The paper examines a range of digital innovations—including adaptive testing, artificial intelligence driven analytics, and immersive simulation environments—that provide more personalized and timely feedback to learners. It discusses the implications of these technologies for educators and institutions, emphasizing their potential to foster greater inclusivity, accessibility, and real time data utilization in assessing complex social phenomena. Furthermore, this article assesses the ethical considerations surrounding data collection and privacy in digital assessments, advocating for responsible innovations in the field. Ultimately, the findings suggest that embracing digital innovations in assessment and evaluation will be crucial for shaping the future of social sciences education, equipping learners with the skills necessary to navigate an increasingly complex and interconnected world.
Developing 21st-Century Educational Leadership Skills for Effective University Employees' Management
Possessing relevant educational leadership skills is the requirement for effective and efficient service delievery in managing the members of staff on the university payroll. Otherwise, unmanageable crisis becomes inevitable. Thus, this paper critically examined cultivating 21st century educational leadership skills in managing university employees. The scope of the study constitutes the university employees. Basic and descriptive survey research designs with secondary data were employed for the study. Transformational leadership theory was adopted as the framework to guide the study. The basic concepts and variables are defined with the review of relevant literature. Also explained are the types of leadership styles, empirical studies and formulation of a conceptual framework to explain the main variables of the study. It was discovered that cultivating 21st century educational leadership skills is the best mechanism to manage university employees for effective service delivery. Thus, the paper recommended that university administrators should embrace the 21st century educational leadership skills such as visionary thinking, collaborative mind-set, digital literacy, cultural competence, adaptive leadership and innovative problem-solving. By cultivating these skills, it is believed that educational leaders can effectively navigate the complexities of the 21st-century education and create innovative and student-centred learning environments.
Determining Dimensionality and Model-Data Fit Statistics of the ICT Test Using the Rasch Model at Jigawa State University
This study evaluates the dimensionality and model-data fit statistics of an Information and Communication Technology (ICT) test administered at Jigawa state university using the Rasch model. Despite the test's widespread use, its psychometric properties had not been previously assessed. This cross-sectional study addresses this gap by employing Rasch analysis to evaluate the reliability and validity of the test items, using a sample of 600 undergraduate test scripts randomly selected from various departments. This approach ensures that the measurement instrument accurately reflects the underlying construct of ICT proficiency across a diverse student population. The results of the Principal Component Analysis indicate that the variance explained by the measures was 62.9%, confirming a strong primary dimension and supporting the one- dimension nature of the test. Additionally, model-data fit statistics shows that the mean values for both infit and outfit mean-square (MNSQ) were 1.00 and 1.03 logits, respectively, aligning with the expected values for the Rasch model. These findings confirm that the test items behave as expected, demonstrating strong psychometric properties in terms of validity and reliability. The findings reveal that the test is unidimensional and possesses strong fit statistics, confirming its validity and reliability. These results provide valuable insights into the test's psychometric properties, validating its effectiveness in measuring ICT proficiency across different academic disciplines. Consequently, the study supports the continued use of the test while also offering guidance for potential improvements in its design and application within educational settings.
Breaking Barriers, Building Bridge: A Twin-Track Approach to Inclusive Higher Education
The United Nation Sustainable Development Goal 10 (Reduced Inequalities) has set a target of ensuring that all members of the society are treated equally irrespective of their disability, gender, race, religious inclinations, or economic status by end of the year 2030. Therefore, for any nation to flourish and attain sustainable development goal 10, people with disabilities, regardless of the nature or severity of the disability, the needed related services should be provided. The present study assesses higher education for physically challenge students and barriers to inclusion for attainment of the sustainable development goal 10. The assessment reveals that attaining sustainable development goal 10 (equality, inclusion and opportunities for all before the end of the 2030) is not feasible with current practice of higher education for physically challenge students. The information gathered from the assessment show that many people still maintained the beliefs that educating disabled students is senseless and futile. Therefore, the study recommends that the Twin-Track Approach presented in this study should be adopted by all tertiary institutions as potential way to mitigate these barriers and facilitate the development of inclusiveness in higher education. This research extends our knowledge of higher education for physically challenge students and presents to us that Twin-Track Approach to inclusion is capable of addressing complex social, economic, and environmental issues, and facilitates inclusiveness in higher education through Quality of Leadership Knowledge and understanding of disability and capacity to build integrated and inclusive communities