A Nigerian scholar based in the United States, Victor Adedayo, has called for urgent reforms in the Joint Admissions and Matriculation Board’s (JAMB) Use of English examination, describing it as ineffective and unfair to many test-takers. Adedayo, a Ph.D. student in Applied Linguistics at Oklahoma State University, made these remarks in an exclusive interview, highlighting how Nigeria’s education system still reflects colonial structures and perpetuates social inequities.
Concerns Over JAMB’s Use of English Examination
Adedayo, who previously worked as an English tutor and language content specialist in Nigeria, argued that JAMB’s Use of English examination does not effectively measure students’ language proficiency in real-world academic settings. He evaluated the exam based on the six qualities of a useful test—reliability, construct validity, authenticity, interactiveness, impact, and practicality—proposed by Bachman and Palmer (1996).
According to him, while JAMB’s multiple-choice format ensures consistency in scoring, the exam lacks a transparent system to confirm that results remain reliable across all 793 Computer-Based Test (CBT) centers nationwide. He also pointed out that the exam does not adequately assess oral proficiency, as candidates are expected to identify correct pronunciations without an actual listening component.
JAMB’s Use of English Exam ‘Not Aligned with University Expectations’
One of Adedayo’s major criticisms was the mismatch between JAMB’s test format and the real language expectations in Nigerian universities. He explained that the UTME English exam assesses discrete language skills such as comprehension, grammar, and lexis, but does not reflect the actual communication skills required in higher education.
“The academic language expectations in the university involve letter writing, classroom discussions, and argumentation. Since test-takers belong to different disciplines, using a one-size-fits-all comprehension passage can unfairly benefit those whose background aligns with the passage’s topic,” he said.
He further argued that JAMB’s approach reinforces native-speaker bias, as it prioritizes British linguistic standards over the Educated Nigerian English variety, which is commonly used in tertiary institutions.
Recommendations for Reform
To improve the effectiveness and fairness of the Use of English examination, Adedayo proposed several reforms:
- Enhance Reliability: JAMB should ensure that the exam produces consistent results across all centers by addressing technical and administrative issues.
- Improve Validity: The test should be redesigned to measure real-world academic language skills rather than isolated grammar and comprehension exercises.
- Increase Authenticity: The content should reflect the diverse academic backgrounds of test-takers to ensure fairness.
- Clarify Score Interpretation: JAMB should provide clear guidelines for interpreting test scores to reduce ideological biases and inconsistencies.
Adedayo acknowledged that transitioning from a paper-based to a computer-based exam was a step in the right direction but stressed that prioritizing efficiency over reliability, validity, and authenticity limits the ability to fully assess candidates’ language proficiency.
Calls for a More Inclusive and Practical UTME English Examination
Adedayo’s recommendations align with growing calls for Nigerian education policymakers to modernize the UTME and ensure that it adequately prepares students for university education. While JAMB has yet to respond to his critiques, experts believe that revising the Use of English exam to better align with real-world language needs will enhance its credibility and effectiveness in assessing candidates for tertiary education.