RETHINKING ASSESSMENT, FEEDBACK, AND PSYCHOMETRICS FOR MODERN GUIDANCE AND COUNSELLING: IMPLICATIONS FOR CAREER COUNSELING IN NORTH CENTRAL NIGERIA.

Abstract

This study examined "Rethinking Assessment and Feedback for Effective Guidance and Counselling in the Modern Era: Implications for Measurement and Career Counselling in North Central, Nigeria." Using a descriptive survey design grounded in literature and field observations from secondary schools, the study evaluated how current assessment and feedback practices influence school guidance services and student career decision-making. Findings reveal that most secondary schools rely on traditional testing methods focused on memorization and terminal examinations, offering limited insight into students' skills, interests, and career readiness. Guidance services suffer from a lack of standardized, culturally relevant measurement tools, alongside delayed, non-actionable feedback. Conversely, modern approaches—such as competency-based assessments, digital tools, and timely, specific feedback—significantly enhance student self-awareness and career decision making. However, full implementation of these modern practices is hindered by systemic challenges, including inadequate counsellor training, lack of ICT infrastructure, and insufficient funding. The study concluded that effective modern guidance and counselling requires shifting from traditional testing to continuous, technology-driven, and competency based assessment models. It recommends that governments fund school counselling units, institutions employ qualified counsellors, and educators receive training in modern assessment and feedback strategies.