University of Nigeria Virtual Library

Serial No

ISBN: 978-33461-1-3

Author 1

NWAGU, Eric K. N.

Author 2 Author 3

Title

Historical Perspective on the Development of Educational

Evaluation

Keywords

Description

Historical Perspective on the Development of Educational

Evaluation

Category

Education

Publisher

Cape Publishers International Ltd.

Publication Date 1997

Signature

I

Cape Publishers International Limited, 1997.

,411 Rights Resenred

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ISBN 978 -33436! - ! - 3

h r s r pitbiished in 199'7 by Cap? Publishers Iniernational Limited 13 Abrijue -Street, Awada, !Sni[sha.

--

11: conjunction with Restoration Publishers 'i~niversity of Nigeria, Nsukka.

Table of Coctents

Chapter 1: Definition of Basic Concepts Agwagah, U.N.V.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Meaning of Measurement . . . . . . . . . . . . . . . . . . I

. . . . . . . . . . . . . . . . . . . . . . . . Meaning of Tests 3 . . . . . . . . . . . . . . . . . . . . . Meaning of Evaluation 3

. . . . . . . . . . . . . . . . . . . . Meaning of Assessment 4

Distinction Between Testing, Mzasurement and Evaiuation . . . . . . . . . . . . . .,. . . 5

. . . . . . . . . . . . . . . . . . . . . . . . . . Uses of Tests 5 Ethical Issues in Testing . . . . . . . . . . . . . . . . . . . 10 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Review Questions . . . . . . . . . . . . . . . . . . . . . . 15 Zeferences . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1

Chapter 2: Historical Perspective on the Development of Educational Evaluatiorr. x-*ac-sc,' I7K.N.

r>

Iniroductiori . . . . . . . . . . . . . . . . . . . . . . . . . . i6 Stages in Development of Educational Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . I 6 Recent Trends in Educational

7 7 Measurement and Evaluation in Nigeria . . . . . . . . . -,.+

. . . Agencies for External Examinziiiom in Nigeria 23 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 Review Questions . . . . . . . . . . . . . . . . . . . . . . . 37 References . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Chapter 3: Aims and Objectives in Education h a e k w e , M.C.

- . inirrjduction . . . . . . . . . . . . . . . . . . . . . . . . . . 53 ? 2 Goals, Aims and Objectives . . . . . . . . . . . . . . . . J >

Chapter 2

HISTOIPIC4L PERSPECTIVE ON THE DEWLCIPR13ENT OF EDUCATION.4S EVALUATION

Irl:,roduction T - ., r-aucation as a purposefil human endezvour is usualiy directed

,.I.., d s achie\,ing one gqai or the other. The prcgramxs and p ~ x t i c e s of education are rezularly subjected to xitical reviews &ring which the effecti\~eness or oth-.rivise of the progranme or practice in realising the - e::px:ed outcomes is i lewn~inerl . !his process of ascertainin: the flmctional~ty of edilcariona! p r c g i ~ ~ r ~ l ~ e s and practice; in a systerriaiic : m m e r is cdleL xilcaiiona! e\.ai!~aiion. .At the !lat.ional level.

development of ed~cational evaluation. They are (i) the nonfxma: or social-group ei,aiua~ion stage (ii) :he semi-iormal or oral-evaluarii:)~ stage. 2nd (iii) the formal or -wholis:ic evaluation stage. It would late; be seen :hat these sragrs zppear to be ccnsisten~ with the stages i;: deveioynent of edwarion fi-om non-formal through semi-forma! to forrnai educa;ion. >Iow:\ler, the criterion for the deniarcaiion is the changes in educati01;al gohls and approaches which resul: ir? chailgss in the focus and !ecli~:icue of evaluation. The stages are now to be discussed.

,pithing, traditional medicine, farming, etc. The master could be ,,areat, relation or somebody outside the family. The master iilstruct exan~ples and the apprentices !earn 0)' imjtation. Evaluation was

,~fonnal and through obseripation. The assessment of the ievel of :o;nperer~c? of the youths in ~ ~ a r i o u s careers is done by individual nembers ~ i ' the social groups they serve. 'The comments of the assessors jetennine the respect and degree of patronage enjoyed by those assessed. This is social-group assessment and it represents he lowest level of ;opl:isticatjon of educational ei.aluar~on.

Slage 2: Semi-formal or Orai-Evaluntion Stage Some historical accounrs have it thar 1h2 western iype of formal

educario~l orisinared from G r e x e . At the period of infmcy of education in Greek city states, the curricuium consisted of poenx and e s s a y of qreaL men of wisdom as well as rhxoial tradi:ioils of the people. The swdg skills encourazed by the system of educzrion was reading aloud and

.7. rote learning. :he e\saiuarion techniques indicated was oral ~est ing and obszrvxioii. Ohuche and Akeju (1988) noted that in pre-chi-isiian times, i h ~ Ephesians, the C h i n ~ s z and ?hc Greeks used oral test to assess at;iii.:p ;LA.

The 0r3i t s r s required .-,ar,didatzs ro recite rnernorizzd passages cr r,f2cj .-. ,:.,I.!.., I .-., ... i :amp: carefui:;. chor;zr~ passages, 2nd s o m e ~ i n ~ e s e t i r brief

- . ... ;::,;1;;.ii;i;s:trl ic!i L! ! r L:!CT~>Y P::G c:?n:?n: o[ .;u;il pa.isagcs. iibll;ry LG ivrirc or cop!: O I X ;;kssages \ u r ; 3150 assessed. This wis a step forward in the d e ~ ,,.opmm: ( P : of sduca:io:?al waluaiion. Th:: approach shifted i'ron!

pubiic ,:p?i-nisn'l LS in srage 1 to assessnl-ent by :he teachers themselves. ,-- ~ ~ s l i : a ~ i o r : hecame i ~ s s casual and i11i?;e technical. The reachers focused

. P

<>I? ~i i s~ i l i~s i z t ion of specific ph~xica i S IK~ socia! behavioiir skills as \ w i l as :is!:;wIedge. ariirudes a~id vaiiles.

Medievai universities iil Europe adopted the oral - eesthg qprnzci: r o examine doctoral degree candidates. The xxiition has cc;~ntinued ~ i i i darz i:: moctern universities al! over 'the wor!d. Similarly, s o ~ w c o n s e r \ m i ~ e institutions have con~inilcd to opera:e at this stage of ?A. -c;~lcaticna! e\xltiation.

Primary Schools At the inceptim 3f primary education in Nigeria, the christiar,

~nissioneris u;hc pioneered i t were in:zrested in inculcating the kmw!edge, attitude and skiils required for ieading and expiaining Bib!e passagzs to zongrega:ioii_s in the budding ci~urches and for keeping records in ofriczs. churches and schao!s. E:.aluatian for beginners was domiilanii~; oral rhough hand~+~riting was also assessed. in the oral L ~ S I S ,

pupils \i.ers required ri. rccali names of important people and placer, in

the Bible, m d to recoun: s a n e Eible stories xnd e v e m learnt in ~chooIs m i cli~irclies.

As priixar!, education developed kr ther and especially when s o \ ~ r n ~ i i e n t starred :o graizi aids t:, missions and other voluntary agencies and individuzis t!~at proprjeted jc!zoc!s, primary education became inckasingly popular. More pupils enrol1ed. Examinations which are qiiality-controi mechanisms in educational systems became more +gorous. School adrninistrarors use.d int3naI examina~ions to weed the pupils. Exaixination re.suIts facilirared ~!?e,c,hecking of advancement of low-ability pupils whc might 1o:ver !he p~!rcentage pass of the school ar e s t e r ~ a l exnminaricrs. P e s h m a n c e of pupils i;z externa! examinations was the cri:erivc for assessing the Fmctionzlity of schools. and t i e instruciional axd adrninisuari\se effectiveness of staff of the schools. These \ vex ;!x primary consideratic!ns in grantin: finaxial aids :o schools. E~a~l?i!~ati~i:s iherefcre b e c a m \;erT serious matre: ir, piin:ar~ schools. indeed. the end-of-year esaminatioix in prizizry schoois used :o be q u i k crucial e:-rercises on 7n:hich 2 ior of imporrr?ril decisioris were based. Papils viewed The exercises f;om various pzspec;ives depending on their IcveI of inreiligence and orientation. Pupils v i e w d exzrn~nat io~s ns either t.er:.ais~n. i n s ~ r ~ ~ m e i i t of intin1id::tion. sc!:o!as:ic xmivaror, . . . - f ,--iL ; ; ; ; i . &;a;: sf tp=q:. - . - - - ~ n y . p . ~ - f o c t r : x r a r n -..----:::nqr?

-L'.;--GL; ,,.,., %b".,, ,. -. - . A . .; .,& as...- XX! :.:x c.:il:-'b7"--' a .~ru.Lu --? >.,

disposing 7l:e pxpi!s ne,nz:ive!:tr rowards education. Two es:tt:naI esaclinzrions faced th2 p p i l s in their final ) .ex in

prirnzry SC~IGL)~. One was rile Firs: School Leaving Certificate esaminaric.ii ccnducted by :-rgionai (and larer, state) Ministries of P - cducatinn. The plrrpose of this exvllination was for grading aud certification of the pupils. The other external examination mas the college entrancz examination. This was initiaily conducted individuaily b y the vxious secondary sckools in the country ~ i ~ r i l 1971 whei: State Ministries of Edilcacion introduced Common Eixrance Examination after th.; state take-over of schools. i3zsed oil !he performance of candidates :n rile a n t i t u d ~ ~ cqiiniitz~iire 2nd quantiiative) and achievement m t s rhat coilstitured ti!.: eltanlination the icinist:i::s s.=lec:ec! a d . ~ c s r r d suirabk candid:.;res ici secondary S C ~ ~ Q C ! S .

jecondary Sshoois There was not much difference in the types and functions of

examinations between primary and secondary schools. From inception of secondary schools, internal examinations were teacher-inade and were used to monitor progress of students and to determine their suitabiIity for promotion to subsequent classes. These examiilation instruments have been proved to be quite poor in quality (Uzoarnaka, 1984; Nwagu, 1985); but since standardized achievement tests in all school subjects were not readily available to the teachers, and since the teachers w, not all pxppns in test construction and administration, :he education system could not but settie for the use of the poor quality, tests external system cannot but settle for the use of the poor-quality tests.

Three external examinations were conducted for secondary- school students. The first, the Junior Secondary Cerrificate Examinatios (JSCE) is the most recent. I t was imroduccd in the course of implementation of the 1977 National Policy o!l Education. The exxrhzt ian was conducted annually by State Ministries of Educa~ion m a WAEC f x Junior Secondary C!=s 3 students in States afid Federal Government colleges respectively.

The second is now rhe Senior Secondary Certificate Examinations (SSCE) which has replaced the f3rme; G.C.E.. O':ci;cl and ii:e Wesi ~ f r i c a n School Certificate Exanina,:inns of WPFC. The Exxxinxticns are hi 5nai year students of senior secondary schoois. The third are the entrance examinations for candidates seeking admission into Nigerian higher education institutions. The joint Admission and Matriculation 3oard UAMB) conducts separate examinations for University admission candidates and their counterparts seeking admission into Polytechnics and Colleges of Echcation. There are other examinations for candidates seekins admission into schools of nursing, Defence Academy, rJniversities in Europe, e;c.

Recent Trends in Educational Measurement and Evaluation in Nigeria

The implementation of the I977 National Policy on Education (revised in 1981) has revolutionalized the processes and practices in educational measurement and evaluation in ~ i i e r i a . As will be read in

the chapter on cc>ntinuoils Assessment in this book. a lot of changes have - been iiltroduced in:,? our sch,)oI e\.aIuation system. i he changes are manifest in the fi~lIo\s.in~:

a) The frequenc~. and regulxity of assessment of iearning. Assessment is now on regular 2nd continuo~s basis and no x o r e on terndy and annual bases.

b) The incorporatior, of forn;ati\,e assessment measures in the criterion ixezsures for f i nd decision on the achievement of he pupils; t'ilzir promorion and cerrifica:inn.

cl Tho, asse.ssrne:l: of lwels of atrainment of 4 1 the objectives of instruction. Thc importancz of assessing the non-zcgnitive domains of educational objectives has no:v been recognised a d consequentiji encouraged.

\?) The coisideration of evaiuatim di1riil2 instruczinnai plamling. E\;alua;ic?n h a x a a e d ro bc a haphazard affair sexous rhoitght of it

into insrrur:iional I a n i i i ~ i g ~ I G \ V . - e j The techniques of evairiaiin!~. Man>' techniques other & i n testing are

encouraged mci employed i : ~ imtruc:ionsI evalaatiw. t The ii~~..:jivm:er!t of i'lr;sjroom rzacliers ir, the final e\.ziuztisn c~?f rheir -- . . . . I lup i l~ . 1 lli-kFq,ca!jL TI:,VL[;<.>:-, ,=f ?tie 12 +k- - ~ . - ~ - ~ c <

1- . ' &LAC ,,.L---..

;dUZLtii7:; ..:; , . . .A"., j-i().;, i-,cei, q ~ p l ~ ~ ~ l ~ ~ ~ f j , 1 c!ty: cl-!!c:;!i --<.)!? ix :<2!~:::-...5

and reiiabk e:.a!uaiio~~ has been recognised and sohcited for. 2: The assessment of pupils' understanding c!f all :he contents of -.

irxtruc[io~;. h) ?'IE k e e p i ~ g o i :lumeious rezords of zc!lievement on all the pupi!s in

t k schools. i) Thr use of evaiuatim measures for guidance and counselling of

pipiis, x ld mi merely for promotion aria certificatim of : h ~ pupiis. j ; ~ T!ie abolition of first schcwi leaving certificate exnmi~mions of the

s t x e niinisiries nf educztion. k) The bringing clr' !he qa? .::i alienation separating WPLEC ii-ez? :the

schools i: s w m . WP,E.C examinations :ire r i ~ w ~ o m p i e n e n t a r ~ i to SCIICM~S ' ~0r i ; i n i r~L l~ 2SSeST,111Elit.

,) The felt need for proper training and/or re-training of reachers in assessment instrument construction and utilization, and in the use of non-instrument techniques of evaluation.

Agencies for External Examinations in Nigeria These are agencies which function in part or wholly to construct and

conduct examinations for pupils in Nigerian schools. The agencies or examining bodies include:

i ) hlinistries of Education ii) West African Exxminations Council (WAEC). iii) National Teachers' Institute (NTI).

iv) Joint Admission and h1atricula;ion Board (JAMB), among others,

i. .!inistries ~f Education The Stare a~:d Federal Ministries of Education have test or

tx.:mina:inn development units. The units are staffed hy administr2tors as well as prcrfessionai teachers who lay claims to specialist training in test consmmion and administration. The unit plans, deveIops and coordinares the administration of test i i ~ :hz following examinarions:

The First School Leaving Certificate (FSLC) examinations used to be a eradiiionzl concern of state ministries of education. The 1977 Nationa! Policy on Educaticn (revised in 1981) aboiished the examina~ion and recommended h a ' i certification of pupils after pririlary education should be based on continuous assessment oniy.

The CEE cane into being after governnlent takz-over of schools i r ~ 1970. Prior ~ c ! this period, individual secondary schools co!xiucted exarninations fcr selection of candidates for admission. With the hzr!nollizatio~~. of schdol practices after the take-over, state ministries of

education took up the ;ask of examining the admission candidates, selecting and posting qualified ones to the state schools. Similarly, Federal Ministry of Education commissioned WAEC to conduct National Common Entrance Examinations for candidates seeking admission into Federal Government Cclleges or Unity schcols.

The Junior Secondan Ce~if ica te Examination (JSCE) for smdsnts in state-owned schools come from state ministries of education while those for students in unity schools (the National Junior Secondary Certifioate Examination. NJSCE) come from NEEM - National Board or, Educational Management.

The task before the ministries of education as external examination agencies is monumental. This c m be more appreciated if one ccnsiders that the tzsk involves more than deve!opin_g and adinifiistering tests, and [he grading of test scripts. The continuous assessment scores which con~plement JSCE scores introduce the problem of hacdling hrge arr2y of continuous assessment sccres along with JSCE resuits. ,Moreover, shortage of adurational evaluation experts in the employ of ihe ministries is mother inhibiting factor. Furthermore. :he popuistion of candidates

" - for CEE ?ad ISCE z;e staggering. The savirg gr2i.s rcr min i s t~ i~s ... i s ihe abolition of FSI,CE which 39::; lep?s :g.:>:y :C ;3~;,;~;i;, ---'- h A..I I

oEjy :ZEE anii jS;ZE.

ii. West Afn'caiz Exarninatio~: Council (MrAEC) The W A C has contributed inmensely to the development of

educ&;.nal measurement 2nd evaiwtion in Nigeria. The need for me. es~abiishinent of WAEC was felt in colonial period when the umber of candidates from Eritish West 4fric2.n colonies who registered a m a l l y for ovzrseas examinstinns conducted by agencies in Britain became appreciab!~ large. The examining bcdies in Britair, liJhose rxaminaiions were popular in West Africa are:

a) Th:: University of Czmbridgt: Local Exaxinztions Sy~dicate; f \

9 1 The University of London; c\i The Roya! Society ol' Arts (RSA): d) The City 2nd Guilds of London Insiitute: and e) Tne Lwdon Cha~rher of C~rnmence.

There was pressure on these examining bodies with the increasing number of students of posr-primary schools in the then British West Africa. Moreover, the administrative and technical problems attendant in ~e conduct of overseas examinations by the examining bodies were enormous.

oed i t to Britain lhen set ilp a Royal Commission in 1949 and char, study and repon on the feasibjlit)' of establishing a regional exanlining body in \$ies: ,Africa to satisfy the local needs of the col~nia i territories. The con~qission was headed by Dr. G.B. joffery \ ~ h o was the Director of Institute of Education of :!~e Uni\'srsirj. of London. The colr~~iission's report, more popuiarl:. knmvn as Joffery Rrport was published in 195G. It recomlended the esrabIishmrnt or' an exzmining 5 ~ d ; ~ in \17est .qfrica. In 1952. WAEC n.as rsrablished and n~andr?ted to (i) determine necessary exami~iations thai were of pub!ic interest in West Africa; and (ii) to conduct sxch e x m i n x i o w and a n m d certificates and diplomas to. desenrinz candidates. The regional headcparrer ivas located in Accra. Ghanz. Other member countries are Yigeria. Sierra Leone ar?d The GaInbia. &sria i<)inp.' [h? cou;ici? jq :97{).

The - gr~~:ern:fin .. . c::ur,cil c.nn>nrir;inc q r ~ r ; f ~ f x ; i ; : - > ~ 52;li Ca~ ' - :I

:i:e:ihzr coun:rj is the higkrrs~ poiic!,-rnakins organ of the council. The representxion is as fo l l cn ;~ :

Nigcrk - 13 rep rzse~ ta t i~ ?s - r) Ghna

Sierra Leorie - 5 The G ~ i b i a - 3 I I

Liberia - 3

In addition to ~ h e s e representatii7es, the Universities and University Col l~ges in member countries a:; weii as the Universities of London and Cambridgz also send representatives. The council meets annually to Jiscuss financial matters. appoint!:xnts m d . p:-omo.tin:ls of staff, xganisation and reo;-ganisation of couacil exa~xinztions. e x . - !here are a1w the' N;~:ion;t! Committt%s set L I ~ by ex11 nlembe: country tc coordinate :he council's ncti\.ities wit'.in the countri:?~. They dictzrmine or approve. (ill !-quest, speci lc exarni~iations needed in the

countries 2nd then table the request before the council for ratification. Any request that does not pass through any of :he committees is rejected by the council,

As noted by Nwana (1979). the first exam conducted by WAEC was the public service executive competitive exarnination in May and September, 1953. The first Viest African School Cei-tificate Y A S C ) Examination in ali the initial four member countries was held in December 1955 in coiiaboration with the University of Cxmbridge Lord Examinations Syndicate. In the same year the council conducted its first Nigerian Teachers' Grade I1 Certificate examinations. The Council's coilaboratio!l with Cambridge Syndicate ended in January i972.

Tne major axminatiors conducted by W A X inc!ude rhe following:

:,Vest African School Ceruficate (WASC) Examination. General Cerr~ficate of Educatioil (GCE - Ordinary and Advanced Levels). Son:',o:l G e n ~ r z i Cerlifi&e 13; EJucatio~~ !eoil&n - GCE. 'i3' .'-. .-t rvels!.

National Common Entrance Exammation. F m t Schoo! Lezving Certificate Examination. Teachers Grade I1 Cert~ficate Examinations in English Language; P~inciples & Practice of Education; and ArithmeticlMathematics. Royal Society of Arts (RSA) Examinztions. City and Guilds Examinations. Aptitude test for admission of candidxes into specific professions like Nursing, eic. Higher School Certificate (HSC) Examination.

Some s f these examinatiox'is have Seen phased out. -For instance, the Senior Secondary Certificate examications (SSCE) have replaced both WASC and GCE '0' level examinatiorx. The FSLC examination is no more in existence in Nigeria. The National Comnon Entrmce Examirmion is now being conducted by the Centre for Educa:ional E.vzlcarion (CEE), a parastatai in Federal Ministry of Education. The Cenire is located in Kaduna and it also conducts JSCE for students in

unity and special schools. Teacliers Grade I1 Ceriifirxk (TC 11) examinations are now being conducted by Na:ional Teachers' 1ns:itute (NTI) located also in Kaduna. Moreover, HSC examinations was stopped with the phasing out of Higher schoo!s in Nigeria.

WAEC has contributed a lot to the xi\~ancemei~t of educational evaluation in West Africa. The WAEC examinations syllabuses provided the guide for selection of contents of classroonl instrucion before the publication of standard curricu!zr for school subjects in the eighties. Moreover, the type and quality of WAEC examinations questions controlled the standards of practice in classrooin instruction. Furthermore, the Test Development and P-esearch Unit (TEDRU) of W A ~ C conducted a lo[ of research and feasibility studies on applicability of different types of test items to local populztion. The unit pioneered rhe use of multipie-choice items in \>+'.4SC exarninatiofis and also ccnrinued froni where Dr. Pau! Scha'arz of USAID/AIR stopped in 196C on development and validation of aptitude tes:s (Bwana. 1979). WAEC School Certificate or GCE conlpared fa~i\ura!>l>~ with tlieir equivalent in Europe and America and as such ccrnnlands worldwide recognitior~ and acceptance.

TJ .-.--. - . , LO wt.ver, despiet: her nume,rous schiwcmen:s, v+IAEC is f;r;:ing riumtrous prcblens inciadins iiie Cr?!ln\;%x!, .2

i ) Examination niaipractices of different forms and dimecsions; ii) Forged or fake cer:ificares; iii) Large ax i increashlg iwmber of candidates, leading to delay io

policarion of results. i Low Ievel of deveiopment of social infrastructure, iike roads.

This affects speedy distribution of exanlination ~mterials oil examination dajvs, and punctuality of candidates at esainination venues.

V> Lack of adequate space? acconmodaticjn and suitable facilities (e.g. chairs and desksj in exz!nination halls in schools and cities.

vi) Indiscipline, corruption and moral decadence which characterize the Nigerian society. These underlie the irresponsible conducts of some invigiiators, supert~isors,..e~:a~liners and WAEC officials.

3. hhlional Teachers' Irzstituie (A'. T.1) The National Teachers' Ipstituie (N.?.I.) located in Kaduna was

established in 1976. The Institute was initially charged with the responsibiiity of registering qualified and serving teachers; upgrading the quality and qualification of tezchers; enhancing the instructions? cff?ctiveness of reacht.rs; and streamlining a!ld controlling tbe professionai practices of teachers in Xizeri:..

Sot !ong 2?er .the cs?zbiishnen.t of NTI, t!~e need for reiieving 'WAEC of sonx of her nimerous e?;aminaiions bxnine obvious. In 1983. t!le institute took over from WAEC th.. esamiiiations of ?re-service and in-service teachers in English lanyag;., MaihemaiicsiQlrit'metic, Principles an3 Pracfice of Educa~ion, Integrated Science m d Secial Studies far th? a n w d of Teacliers' Grade I1 Certiiicare (T.C. I!!.

The insritute has now introduced a Distance Lczi-ning'System (DLS) for u2gracfing the quality of in-service r e a c h x i . The teachers are *lo%' enabled to read for TC Ii or NCE certific;ares ~..iihout leaving their dury starions. The irisitute sen3 v.e!l packaged imures to the .stude:lt -

reachers and organise .week-end tgtoril;i classes i ~ . cen:res cmsiderzd . . cen~ra l znri_ e a ~ i j y acres:;:ble: r: [h: s:zdei.,; - :tac;lers. Celiif;li 3-:.7

. . ,,,a~ni;:a;l!~~:: arc ,;onJirircu ..iui i!lg long \;aesr:ens.

4. !oint Admission a d Mcifriculatioii Board (JAMB) Foi Nularia (!979:301), ihe establisbmenc oi' joint Admissioi? and

Marricuirttion Board ( J A M B ) in 1976 was "pariIy as a ineasure against ! i rrepkri t ies in WAEC exa1ninatic.n~". XIoreover, the decectralisatioa of entrance examinations for ad~siission into Nigeriar! Uiiiversities which was the pracrice before the establishmen: of JAMB had two attendant problenx, as r?oted by Nworgu (1993,). The first was that some caildidates had multiple admissions ar?d thereby denied others the opportunity ~f securing adn~ission. Tlie szcond was tkat admission

_ _ . * -

in-eqdizrities and maipractices were ilot easy ro check and concrol si.nce each universiiy exercised autc)nomy. The Board, therefore, was established to srrearnline and coordinate admissio~? practice in Nigxia.

The Board members are as follows:

ii) ii i) iv) v) vi)

A chairman (selected from among the Vice-Chancellors of the Universities). The Registrar of the Board. The Vice-chancellor of each University (or his representative). Two representatives of teacher education coileges. Two Representatives of Intermediate Post-secondary Institutions. Two representatives of Nigerian Conference of Principals (ANCOPSS). The executive secretary of the National Universities Conlmission, XUC (or his representative). The Registrar of WAEC (br his rcprescntative). The Direcior-Generai. Federal Ministry of Education (or his representative). Three other persons to rqresent interests not otherwise represented above.

Ail appointment are made by :he Federal Minister for Educaiion and rztitied by the Federal Executive Cc?uncil. The Registrar is the Chief ~xeciitive dC Lilt: Soard ar.d supervises rhe &)i-[o-&q ,g.zc,+ies of the 3Gar.1. r!,, . pond-. *La + I I L C I ~ ---.-- cf the i3ozi.d is ir, Lagos while the six zofial oSices (headed by directors) are iocxed at Aba, Abuja, Bauchi, Benin, ibadan and Kaduna.

The functions of JAMB zre wel! specified in the 1978 Act that established it and in the JAMB Decree No. 33 of 1959. The functions are as fo!lows:-

i ) The general control of the conduct of matriculation exaainations fgr admissions into all universities, polytechnics and colleges of education in Nigeriz.

ii) The appointment o i examiners. moderams. invigi!ators, members 3 f subject panels and committees and other persons with respect to matriculation exaniinations and any other matter incidental thereco or co~lnected ihere~vith. .

iii) The placen~enr of suitabiy qualified candidates in the tertiary institutions putting into consideration availability of vacancies in schools: guideiines approved for each institurion by its proprietor and candidates preferences.

i ) The collection and dissemination of infomation on all m.atcers relating to admission into terriary institutions o r to other matter relevanr to the discharge of the functions of thz board.

v) The carrying out of such other activities for the discharge r ~ f all or m y of the functions conferred on it under tilt decree.

The first esamina~ion of the board was conducted in nay ; 1973. A lot of confusion and complaints werc reported about t5e exzinimtioii. Much of the eariier probiems have been redressed; and new ones still crop up. In short J.4MB examinations have remained about the n o s ; turbulent examinations in Nigeria. This is more so wi:h Unii:::sit>r .Admission and Matriculation examinations ('UME) :han witn !he J.rZMB examinations for adniission into poiytechnics and colieges of educz:io~?. The iatier category of examinations started in 1990.

Chher esaminatioi? bodies Inclucie

(0 National Eusiness and Technical Exa.~nination Board (NABTEE), with Headquarters at Benin City

(ii) National Board for Educatioml hiieasuremmt (NBEM) located at Kaduna.

Summary ?.-I 1 ilis chapter has attciilpted to pioi ide swne historica1 perspectives on

rhe dzvelopment rduca~iona! eva!uation both in Nigeria and elsewhere. - i hree stzscls in the history of deve iop~xe~~ t of educational evaiuat i~n were idemifieci. They inciude the no~ifcjr~nd stage, the semi-formal stage and the f o r m ~ i stage. Each 3C these stages attracted significant attention in rile body of this \.:~oik. A k r this tileoretical iramgwork. evaluation in Nigerian schools was discussed using historicai approach. Evaiatior? processes both i i i prin?ai.y, sccofidary and rcrtiary institutions were high!i,ohteci a:;d current ::;ends in educations! neasuremenr and eval1xa:icn

E

1 Nigeria were discussed. The use of formative, surnmative. norrn- referenced 2nd criterion-referenced measures. among others, were hig 'ni igkd. Finally, evaluation agencies were discussed pointing out specia!ly their roles in stabiiizing evaluation processes in school.

7 hcf'ererlces F s f i j n ~ ~ a ; A . R a i s . !, 1972 !. F:s:s?-~. . sfE,duc~riofl ., i i ~ ?<!,yeria. b1;don: < - i p q p i

A k n &L i j p w n . , ( 7 ; LLjucLII;cj;z~i . t;-- rusiu~fnenr for ~eachers . Lzgos:

Thoinas Nelson (Nig.! ! imiied. NH.OT~U, 3 .G., (1991). "Developient in E ~ L zariond Evaiuation in Nigeria"

in Xworgu, 3 .C . (Ed.). Edi~mtgioi~al Measurenzen? w!dEva!uation: _77?eo~l an0 F'xzciice. Ssukka: Ealhman PubiisL.?rs.

Ohuchr, R.G. md Akeju, S . A . , (1968). Mea;uremc7t ard Evahatiort ir,

Educariox . Oni~st;~: Africans-59. hblishers Liaited. LJ>namadv. K .A . . Onwxgbu, G.C. and Osunde, A.U. , (11791). Measurement

arzd Ewluatior~ in Educatiorz. Benin - City: World of Eooks Publishers.