•Some are happy that Jamb will reveal the worst score this year, while others care about the privacy of all candidates.
The Joint Admissions and Matriculation Board (JAMB) has refused to reveal the name of the candidate who scored the worst result in this year’s Computer-Based Test (CBT) examination. This decision has sparked controversy among students and parents who are demanding transparency from the board.
JAMB, in a statement, stated that it is not in the interest of the candidate to reveal their identity and that the board is committed to protecting the privacy of all candidates. However, this decision has been met with criticism from some quarters, with many calling for the board to be more transparent.
The board has also been facing criticism over the poor performance of candidates in this year’s 2023 UTME. According to reports, the performance of candidates was poorer than in previous years 2022, with many students failing to meet the minimum cut-off mark for admission into tertiary institutions.
JAMB has debunked reports of errors in the scoring system, stating that the results were accurate and that any discrepancies were due to the candidates’ performance. The board has also announced that it will be sanctioning 20 CBT centres for failure to comply with its guidelines.
The controversy surrounding the worst score in this year’s CBT examination highlights the need for greater transparency and accountability in the education sector. Students and parents have a right to know how their performance is being assessed and what measures are being taken to ensure that the examination process is fair and unbiased.
JAMB must take steps to address these concerns and restore public confidence in the examination system. This includes providing more information about the examination process, ensuring that all candidates are treated fairly, and taking action against any CBT centres that fail to comply with its guidelines. Only then can the board ensure that the UTME remains a credible and reliable means of assessing students’ academic abilities.