Thus, observation has revealed that the conduct of post-JAMB screening examinations
and other examinations with a large population of students in the university, using the PPT
method, was beset with numerous limitations culminating in invalid and unreliable outcomes.
To overcome these challenges and forge ahead in an increasing ICT-propelled society, the
University of Ilorin commenced the CBT method for its post-JAMB screening exercise in
- Since assessment of learning activities is a very important aspect of the education
process, the outcome is employed to take many academic and administrative decisions.
Like any new introduction, this also had its own initial challenges especially regarding
effective coordination of the exercise taking place in different centre locations across the
country with a lot of attendant impropriety. Today, the University has got over the teething
problems associated with the CBT and had indeed gone ahead to deploy this technology in the
conduct of its other examinations including university-wide courses with large population of
students of 500 and above. Typical of such courses are the General Studies, medical courses,
where multiple-choice questions are used for testing, and courses in other disciplines, up to an
appropriate academic level the technique is considered suitable for.
Thus, the University of Ilorin has made its mark in this particular regard such that it can
boast of using only three centres in Ilorin, Lagos and Minna for its nation-wide post-JAMB
screening exercise while the use of CBT for conducting General Studies examinations is today,
a common feature. This method, needless to say, represents a great deal of improvement over
the former PPT method given the many advantages it came with, which include standardized
examination questions, prompt and easy conduct by both the candidates and the concerned
staff, elimination of incidence of malpractices, missing results and manipulations.
Thornpon, Thurlow Quenemoen, and Lehr (2002) observed that most states and testing
companies have not specifically considered the needs of students with disabilities in the
design of CBT. In a survey on computer use by students with disabilities in Germany,
Ornmerbon and Schuemcr (2001) found the cost of acquiring and using a computer the
greatest barrier, seconded by a lack of training opportunities. As stated by Bowe (2000),
if a product or service is not useable by some individuals, it is the responsibility of its
developers, to find ways to make it useable, or at minimum, to arrange for it to be used
together with assistive technologies of the users choice. One potential limitation for
realizing the benefits of CBT in both instructional assessment and large scale testing
comes in designing questions and tasks with which computers can effectively interface
(i.e., for scoring and score reporting purposes) while still gathering meaningful
measurement evidence (Sealise & Gilford, 200
It is against this backdrop of the huge success recorded by the University of Ilorin in the
deployment of CBT for not only its post-JAMB screening exercise but more significantly for
some other courses, that this paper represents an advocacy for other universities in Nigeria, that
are yet to go in that direction.