Research ArticlesAnimal Biology & Genetics

PERFORMANCE-BASED ASSESSMENT AS A BETTER ALTERNATIVE TO TRADITIONAL WRITTEN EXAMINATIONS IN ANIMAL SCIENCE EDUCATION IN NIGERIAN HIGHER INSTITUTIONS

Clementina Hashimu Bulus (PhD)

Clementina Hashimu Bulus (PhD)Educational Foundations, Faculty of Education, University of Jos, Nigeria (bulusc@unijos.edu.ng)

Abstract

Assessment practices in Animal Science education should measure not only students' theoretical knowledge but also their ability to demonstrate practical competencies required in professional practice. However, assessment in many Nigerian higher institutions remains heavily dependent on traditional written examinations, which primarily evaluate cognitive achievement and provide limited evidence of graduates' workplace readiness. This paper examines performance-based assessment as a more effective alternative for evaluating Animal Science students. Drawing on contemporary literature and competency-based education principles, the paper compares traditional written examinations with performance-based assessment, highlighting their respective strengths and limitations. It argues that performance-based assessment offers a more authentic, valid, reliable, and comprehensive evaluation by integrating the cognitive, psychomotor, and affective domains of learning. The paper discusses the benefits of performance-based assessment, including improved practical competence, enhanced graduate employability, active and lifelong learning, fairer assessment, and stronger alignment with the National Universities Commission's Core Curriculum and Minimum Academic Standards (CCMAS). It also outlines practical strategies for implementation, such as laboratory practicals, farm-based assessments, project work, portfolios, industrial attachment, oral presentations, observation checklists, and standardized assessment rubrics. Furthermore, the paper identifies key implementation challenges, including inadequate facilities, large class sizes, limited funding, insufficient lecturer training, increased workload, and concerns regarding assessment reliability. It concludes that while written examinations remain valuable for assessing theoretical knowledge, they should complement rather than dominate assessment practices. A balanced assessment system that prioritizes performance-based approaches will better prepare Animal Science graduates with the practical competencies, professional skills, and workplace readiness required to contribute effectively to Nigeria's livestock industry and broader agricultural development.

References

  1. Organisation for Economic Co-operation and Development. (2019). OECD learning compass 2030. OECD Publishing.
  2. Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, Article 87. https://doi.org/10.3389/feduc.2019.00087
  3. Boud, D., Ajjawi, R., Dawson, P., & Tai, J. (Eds.). (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge.
  4. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
  5. Food and Agriculture Organization. (2023). The state of food and agriculture 2023: Revealing the true cost of food to transform agrifood systems. FAO. https://doi.org/10.4060/CC7724EN
  6. Gervais, J. (2016). The operational definition of competency-based education. The Journal of Competency-Based Education, 1(2), 98–106. https://doi.org/10.1002/cbe2.1011
  7. Miller, M. D., Linn, R. L., & Gronlund, N. E. (2021). Measurement and assessment in teaching (12th ed.). Pearson.
  8. Mueller, J. F. (2018). Authentic assessment toolbox (6th ed.). North Central College.
  9. Mulder, M. (2017). Competence theory and research: A synthesis. In M. Mulder (Ed.), Competence-based vocational and professional education: Bridging the worlds of work and education (pp. 1071–1106). Springer. https://doi.org/10.1007/978-3-319-41713-4_49
  10. National Universities Commission. (2022). Core curriculum and minimum academic standards (CCMAS) for Nigerian universities. National Universities Commission.
  11. Nitko, A. J., & Brookhart, S. M. (2022). Educational assessment of students (9th ed.). Pearson.
  12. Ntumnyuy, W. A., Nfon, N. F., & Cheny, N. J. (2025). Performance-based assessment as an alternative assessment predicting entrepreneurship skills in higher education. American Journal of Education and Evaluation Studies, 2(11), 263–276.
  13. Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535–557. https://doi.org/10.1007/s10212-018-0407-8
  14. Pellegrino, J. W. (2020). Assessment as a positive influence on 21st century teaching and learning. ETS Research Report Series, 2020(1), 1–15. https://doi.org/10.1002/ets2.12277
  15. Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson.
  16. Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2024). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 83, 101425.
  17. Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2018). Classroom assessment for student learning: Doing it right—Using it well (3rd ed.). Pearson.
  18. Ugodulunwa, C. A. (2020). Fundamentals of educational measurement and evaluation (2nd ed.). Fab Educational Books.
  19. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
  20. Wiggins, G. (2017). Educative assessment: Designing assessments to inform and improve student performance (2nd ed.). Jossey-Bass.
  21. World Bank. (2022). Repositioning Nigerian agriculture for growth and job creation. World Bank.
  22. Zlatkin-Troitschanskaia, O., Pant, H. A., Toepper, M., & Lautenbach, C. (Eds.). (2018). Assessment of learning outcomes in higher education: Cross-national comparisons and perspectives. Springer.

Article Metrics

Views

0

Downloads

0

Publication Info

Published in: Vol. 1, No. 1 (2026)

Pages: 175 - 188

DOI: 10.xxxxx/jjaases.2026.3f9978e4

License: CC-BY-4.0

OA
Open Access (CC-BY 4.0)

This article is distributed under the terms of the Creative Commons Attribution License.

Submitted: 9/15/2026

Accepted: 9/15/2026

Published: 9/19/2026

Disclosures

Funding:

No specific funding was declared for this work.

Conflict of Interest:

The authors declared no potential conflicts of interest.