CURBING GRADING BIAS IN TERTIARY INSTITUTIONS

~By Okunlegbe John T

Indices have shown in recent years,how the credibility of examinations in Nigeria’s higher institutions has come under increasing scrutiny and doubts. To a great extent, the skepticism is as a result of allegations of grading bias, and manipulations by lecturers.

Before now, all eyebrows seemed to be against students. They are perceived to be the only culprits in examination malfeasances, seeing they assume a role of the subordinates,and are mostly involved in cheating during exams,buying grades and other related malpractices.

However, as technology advances, particularly with the invention of computer-based tests (CBT) that allow for studends, to write examination online and have their results uploaded via the same means, it is increasingly becoming necessary, to shift the searchlight against examination malpractices to the lecturers.
I speak today as a lecturers, who was once a student, but victimized through grading bias.

Years ago, I had reasons to join a host of others, to register our grievances about how our department handled the collation of our final result— the collations were taking longer than necessary, and many of my course mates were eager to go for NYSC deployment.
Long story made short, some of us who made that journey to school were victimized. Our grades were reduced, and as such we have continued to live with this trauma.

It is important I tell you that, there is an opportunity to ‘call for one’s papers’ in most Nigerian universities, however, such avenues are nothing but means for further frustration and victimisation of students. If anyone has ever scaled such rigour, then, the percentage of those who have come out triumphant must be very infinitesimal.

In most of the cases, students who register disatisfactions about their results or grades are humiliated and marked down during the remarking process.

Because of naivity that comes with adolescence, most students who have such issues prefer to be quite about it. They are spiraled into silence, knowing doing otherwise could spell doom.

It is not out of place, to say most of the lecturers in our tertiary institution have assumed the position of the biblical principalities and powers. Many wield so much powers that, they can do and undo just anything, especially as it concerns students’ academic performances.

It is unfortunate that,an issue as mundane and irrelevant to academics as sex, is used against some unwilling students— a lecturer wants to take an undue advantage of a female student, before such student passes her course at all, or with good grade. What a sacrilege!

To address these challenges and enhance transparency and fairness,there is need for shifting from traditional pen-on-paper examinations to Computer-Based Testing (CBT) across Nigerian universities and colleges:

Curtailing lecturers’ manipulations, is paramount in the quest for academic transparency and integrity in Nigeria. The world had since moved from where most of our institutions now dwell. The days of submitting your examination scripts to a drug or alcohol-influnced lecturer are over. We must embrace the ease, speed and accuracy that technology accords.

With manual grading, the risk of biased marking, grade alterations, and even solicitation of favors (monetary or otherwise) is significantly higher. CBTs remove this vulnerability by automating the marking process for objective questions, reducing human interference, and ensuring that results are based purely on student performance.
The detection of the hitches in 2025 Unified Tertiary Matriculation Examination (UTME) organized recently by Joint Admissions and Matriculation Board (JAMB) is a testament to the fact that, our old grading patterns are indeed archaic and suppressive. Aside the technical glitches, which are easily detectable and amendable, JAMB deploying CBT method remains the best.

Furthermore,for our institutions to score high in objectivity and fairness, candidates must be scored based on definitive algorithms, leaving little to no room for subjectivity– this can only be made possible by CBT. Here,all students are assessed under the same conditions, and the same grading standards are uniformly applied. This gives equal opportunity, or a level playing field, where students’ efforts are the sole determinants of their grades, thereby restoring faith in the integrity of academic assessments.

While computers may not necessarily be able to take over all human activities, we must accept the fact that,they enhance productivity and the management of time. No matter how smart and proficient a lecturer could be, the sight of over a hundred booklets of students during examination sends a wave across his/her spine. It is certain s/he wouldn’t be able to mark all scripts with the same zest, objectivity and speed.

Traditional examinations require a long marking period, during which scripts are often lost, misgraded, or intentionally manipulated. In contrast, CBTs offer instant or much faster results, giving no room for tampering after submission. This rapid turnaround not only benefits students but also reduces the administrative workload on academic departments.

Nigerian institutions must embrace a paradigm shift, if they hope to remain competitive and prepare students for the demands of the modern workforce
Moving fully to CBT is not without its challenges. Infrastructure deficits, erratic power supply, and digital divide are real issues in many Nigerian institutions. However, these challenges are surmountable. Government investment, public-private partnerships, and phased implementation can bridge the gap.

Moreso, while objective questions are easier to grade via CBT, strategies must be developed to accommodate essay-type assessments and practicals. Hybrid models that incorporate both automated testing and supervised evaluations could serve as a balanced approach during the transition phase.

Let me close by emphasising that, transitioning from pen-on-paper examinations to CBT in Nigerian higher institutions, is not just a technological upgrade — it’s a fundamental reform to restore integrity,fairness and transparency in the academic system. It is an easy avenue for the elimination of opportunities for lecturers’ manipulations.

CBT stands as a crucial tool in transforming Nigeria’s education sector into one that truly rewards merit and prepares students for a digital future.

What stops institutions, including JAMB from conducting CBTs where students’ results are displayed immediately the SUBMIT button is clicked?

Okunlegbe John is a lecturer and a pastor. He writes from Ilorin.