Examining the Research Gap in Blended Learning Assessment Practices in Nigerian Polytechnic Education

Blended learning assessment requires a coherent integration of online formative and face-to-face summative assessment components, yet assessment practices in Nigerian polytechnic blended learning programmes have received almost no scholarly attention, creating a significant gap in polytechnic curriculum and assessment research. This study examined the research gap in blended learning assessment practices in Nigerian polytechnics through systematic review and original primary research. A systematic search of 10 databases identified only 5 publications from 2018 to 2024 specifically addressing assessment in Nigerian polytechnic blended learning contexts, compared with substantial international literatures. Original survey research was conducted with 180 lecturers from Federal Polytechnic Ado-Ekiti (SW), Kaduna Polytechnic (NW), and Federal Polytechnic Mubi (NE). Survey results showed that e-portfolio assessment was used by only 4.4 percent, online quizzes as formative tools by 28.3 percent, and that 82.2 percent of blended course assessment remained entirely summative and paper-based. Assessment alignment with blended learning activities was rated as poor by 67.2 percent of respondents. Institutional policies for online assessment integrity were absent in all three assessed institutions. The study identifies five priority research questions addressing assessment design, integrity, and alignment in Nigerian polytechnic blended contexts and recommends the development of a national polytechnic blended learning assessment standard by NBTE.

Keywords: blended learning assessment, polytechnic education, Nigeria, assessment practices, research gap