TRENDS AND ISSUES IN PSYCHOLOGICAL TESTING, MEASUREMENT, AND EVALUATION

Abstract

Psychological testing, measurement, and evaluation remain central to educational 
decision-making but face increasing pressures arising from the massification of higher 
education, rapid technological innovation, and growing equity concerns. The purpose of 
this paper is to critically examine contemporary trends and persistent challenges in 
psychological testing, measurement, and evaluation, with particular reference to 
Nigerian university admission practices dominated by UTME and PUTME scores. 
Adopting a conceptual review methodology, the paper synthesises international 
standards, psychometric theory, and empirical evidence on predictive validity, fairness, 
and evaluation practices. Key themes include technological innovations in testing 
(computer-based and adaptive assessments), advances in measurement theory (item 
response theory, generalizability theory, and argument-based validity), and a gradual 
shift in evaluation toward formative, multi-source, and programmatic approaches. 
The review demonstrates that although psychometric sophistication has improved score 
precision and comparability, the predictive validity of pre-entry examinations remains 
modest and context-dependent. In contrast, threats such as construct 
underrepresentation, range restriction, equity bias, and misuse of scores persist. 
The paper concludes that equitable and defensible admission systems require explicit 
validity arguments, systematic fairness audits, and longitudinal evaluation, alongside 
complementary indicators such as school records, non-cognitive measures, and 
structured interviews. Recommendations emphasise integrating testing into broader 
evaluative frameworks to strengthen decision-making quality in Nigerian higher 
education.