Postsecondary Entrance Examinations in Nigeria: A Critical Analysis of the Design and Predictive Validity of the Tripartite Assessment System

Abstract

Admission into post-secondary education requires the fulfillment of specific standards or criteria by prospective candidates. Criteria include, but are not limited to, standardized examinations, resumes, intent statements, tests, interviews, etc. In Nigeria, prospective students must pass three examinations as part of the admission process into post-secondary programs. Reports suggest these examinations lack the best design features and have very low predictive validity in student success in post-secondary programs and their job roles after graduation. This paper critically evaluates the design features of SSCE, UTME, and PUTME in the context of Nigeria and their predictive validity towards student learning and success as graduates. Implications of the Nigerian post-secondary entrance assessment system are discussed. Recommendations are offered from two jurisdictional models to improve the current status of the tripartite post-secondary entrance assessment system in Nigeria.