Educational Measurement and Evaluation: Political Barriers to its Implementation in Nigeria

Abstract

The paper examines Educational Measurement and Evaluation and the Political barriers to its implementation in Nigeria. The paper adopted analytical method because several international articles and journals of related literature on educational measurement and evaluation were reviewed. The objectives of educational measurement and evaluation are to find out the student’s achievement, identify their strengths and weaknesses, and discuss the tools and techniques for developing their cognitive, affective and psychomotor skills, as an integral part of teaching-learning process. In recent time, there has been notable progress in the field of measurement and evaluation technology. This growth has not only led to improvements in students’ proficiency in traditional core abilities but has also contributed to their development in the emerging construction of 21st century skills. These key transformations witnessed in the realm of technical advancement in statistical method within academic related literature in the area of online delivery and scoring, test development, score reporting and the political obstacles to its implementation was discussed. This research also proposed that teachers should be included as significant stakeholders for formulating and implementing policies considering they play a crucial role in converting policy on education documents into practical use. Cognitive diagnostic assessment as an emerging aspect of educational measurement and evaluation provides significant diagnostic feedback. Thus, its incorporation into education policy in the country is recommended.