Year: 2026
Type: article
Abstract: The rapid advancement of artificial intelligence (AI) is reshaping educational practices and challenging the effectiveness of traditional assessment methods in Nigerian schools. This paper examines the need to redesign assessment approaches that have historically emphasized summative evaluation and rote memorization, which are increasingly inadequate for measuring higher-order skills such as critical thinking, creativity, and problem-solving. Drawing on both global literature and Nigerian empirical studies, the paper highlights key issues including measurement errors in standardized testing, over-reliance on high-stakes examinations, and the persistence of examination malpractice. The paper adopts a conceptual and evidence-based approach to discuss major strategies for improving assessment in the era of artificial intelligence. These include emphasizing the learning process through continuous and formative assessment, integrating authentic and performance-based tasks, leveraging technology for innovative assessment practices, and promoting academic integrity through personalized and reflective evaluation methods. Empirical studies from Nigeria are used to demonstrate how these strategies enhance students’ engagement, learning outcomes, and assessment validity. The paper further examines the implications of these changes for educational policy and practice, particularly the need for curriculum reform, teacher professional development, and stakeholder collaboration. It concludes that a comprehensive shift toward process-oriented, technology-enhanced, and integrity-driven assessment practices is essential for ensuring the relevance, credibility, and effectiveness of educational assessment in Nigeria in the age of artificial intelligence.
Institution: University of Benin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7215597395