Lessons From National Assessment of Educational Progress for Nigeria: A Conceptual Analysis of Large-Scale Assessment Models for Improving Basic Education Outcomes
DOI:
https://doi.org/10.64348/zije.2026666Abstract
This paper conceptually examines the National Assessment of Educational Progress (NAEP) in the United States and draws strategic lessons for Nigeria's basic education assessment system. Despite substantial investments in the Universal Basic Education (UBE) programme since 1999, Nigeria faces a persistent learning crisis exacerbated by weak assessment structures that prioritize certification over systemic improvement. Current assessment bodies, including the National Examinations Council (NECO) and the National Business and Technical Examinations Board (NABTEB), operate under political and examination pressures, limiting their utility for policy feedback. Through a conceptual and theoretical lens of Outcome-Based Education, Data-Driven Decision Making, and Program Evaluation Theory, this paper analyzes NAEP's design specifically its sampling methodology, matrix design, and institutional independence to illustrate how large-scale assessments can function as effective "Nation's Report Cards." The study proposes a "NAEP-Adapted Model for Nigeria" (NAM-Nigeria), recommending an independent national assessment body statutorily aligned with the Universal Basic Education Commission (UBEC) and the Nigerian Educational Research and Development Council (NERDC). By adopting rigorous sampling, disaggregating data for equity monitoring, and mandating data-driven resource allocation and teacher training, Nigeria can transform its assessment framework from a high-stakes certification mechanism into a policy-driven tool for improving learning outcomes and achieving Sustainable Development Goal 4.
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