Patterns in Unified Tertiary Matriculation Examination (UTME) Performance in Selected South-Western States of Nigeria, 2010–2024: A Longitudinal Analysis (Published)
This study examined longitudinal changes in Unified Tertiary Matriculation Examination (UTME) performance in selected South-Western states of Nigeria from 2010 to 2024. A retrospective longitudinal design was used to analyse annual aggregate data on candidate numbers, mean UTME scores, standard deviations, and the percentage of candidates scoring 200 and above. Descriptive statistics and ordinary least-squares linear regression were used to estimate temporal trends. In the reported series, the mean score increased from 187.45 in 2010 to 212.74 in 2024, while the proportion scoring 200 and above increased from 54.2% to 78.6%. A decline occurred in 2020, when the mean score fell to 198.23 and the proportion scoring 200 and above fell to 65.4%. The linear trend in mean score was positive and statistically significant (b = 1.58 points per year, R² = .904, p < .001), as was the trend in the percentage scoring 200 and above (b = 1.53 percentage points per year, R² = .905, p < .001). These results describe an upward trend in the supplied series but do not establish its causes. The findings underscore the importance of validating regional data against official state-level records before using them for planning. JAMB and education authorities should maintain comparable longitudinal records and strengthen the resilience of computer-based testing infrastructure, electricity supply, and connectivity.
Keywords: Educational Assessment, JAMB, South-Western Nigeria, UTME, examination performance, longitudinal analysis, trend analysis
Educational Assessment in Transition: Historical and Contemporary Perspectives from Albania (Published)
This article examines the evolution of assessment systems in pre-university education within a comparative context, focusing on how assessment practices and structures have transformed in Albania. It examines the gradual transition from traditional and subjective models toward standardized approaches based on scientific principles and competency-oriented frameworks. In the Albanian case, historical development is examined from the Ottoman period, through the stages of national state building and the socialist system, to contemporary reforms that include the State Matura examination, formative assessment, and digitalization through the Pre-University Information Management System (SMIP). The article also analyzes how the COVID-19 pandemic both transformed and challenged, traditional assessment models. Through a critical analysis and comparison with successful international practices, the paper argues for the need to strengthen formative assessment, expand the use of technology, and adapt personalized approaches to build a more comprehensive, objective assessment system aligned with contemporary educational requirements.
Keywords: Albania, Educational Assessment, educational reform, technology in education; formative assessment
Psychological and Educational Assessment of Children with Autism at Specialized Education Centers in Riyadh (Published)
The present study aims at identifying the assessment level of psychological and educational performance of children with autism disorder in Kingdom of Saudi Arabia and the extent of psychological and educational assessment according to dimensions of the psychological and educational assessment measurement prepared for this purpose. The study population consists of children with autism disorder in Saudi Arabia at the age category: (6-12) years. Sample of the study consists deliberately of children from autism centers in Riyadh, which are Prince Faisal’s Mother Centre, Alwaleed Center, Prince Nasser Center, and Riyadh Center. The study sample includes (74) autistic children. The study adopts an analytical descriptive method based on a field study. The tools utilized for data collection are a primary data questionnaire designed by the author and Scale of psychological and educational performance assessment for children with autism. The study resulted that the level of psychological and educational assessment of autistic children is little high. There are statistically significant differences in psychological and educational assessment at the following dimensions: cognitive, social, emotional, and receptive language in favor of 6-9-year children. There are statistically significant differences in psychological and educational assessment of children with autism due to gender. There is correlation between performance measurement of psychological and educational assessment with age, autism degree, and teacher’s experience years.
Keywords: Autism Disorder, Education, Educational Assessment, Psychology, children