<![CDATA[Testing and measurement play a central role in determining learning outcomes and guiding instructional decision-making within educational systems. In Nigeria, national policy documents emphasise continuous, holistic, and development-oriented assessment, yet concerns persist regarding the extent to which these policy intentions are reflected in examination practices. This study examines how tests and measurement are conceptualised in key Nigerian educational policy documents and determines the degree of alignment between these policy expectations and the examination instruments used by major national examination bodies. A qualitative research design was employed, using thematic analysis to review selected policy documents and examination instruments from WAEC, NECO, and JAMB. The analysis revealed that although policy frameworks promote assessment across cognitive, affective, and psychomotor domains, examination practices remain predominantly summative and cognitively focused, with limited evidence of holistic or continuous assessment approaches. The findings also highlighted issues relating to validity, fairness, and teacher capacity in the implementation of assessment requirements. The study concludes that there is a clear gap between policy intentions and actual assessment practice in Nigeria’s education system. The research contributes to ongoing discourse on assessment reform by demonstrating the need for strengthened teacher assessment literacy, clearer operational guidelines for continuous assessment, and improved quality assurance processes in examination systems.]]>
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