Abstract
The purpose of this research was to develop a Model for Integrating ICTs in Assessment practice for Higher Institutions offering Science, Technology and Engineering in Nigeria. Specifically, the research identified important areas for consideration in integration of ICTs Assessment. A total of 10 respondents comprised of 1 Policy Makers, 4 Administrators and 5 Lecturers were purposively selected from 5 Federal Higher Institutions (Universities, Polytechnics and Technical Colleges of Education) offering STE in North Eastern Subregion of Nigeria. Qualitative research design through the use of interview was employed. Using an interview protocol, qualitative data were collected. The finding of this research revealed that 5 major areas (test/examination, marking/scoring, test banks and result computation) are very important for ICTs to be integrated in the assessment in STE institutions. The findings further identified another 8 sub areas (online product evaluation, data collection and planning, reporting to parents, online competency-based testing and evaluation of teaching) that are significant for ICTs integration in STE institutions in Nigeria. Finally a framework consisting of all the areas for consideration in the integration of ICTs in STE in Nigeria was developed based on their relationship and hierarchy of their importance. The model has implication on both theory and practice of STE policy makers, administrators, lecturers and students with regards to integration of ICTs in STE institutions in Nigeria. Conclusions were drawn based on the research findings and recommendations were put forward toward proper implementation by the Federal Ministry of Education (FME), National Universities Commission (NUC), National Board for Technical Education (NBTE) and National Commission for Colleges of Education (NCCE) and Federal Ministry of Science and Technology in order to facilitate the training of STE students in meeting the challenges in the world of work.