10th U6+ Consortium of African Universities International Conference

This study assesses the implementation and effectiveness of the first Computer-Based Test (CBT) promotion examination conducted by the Kwara State Teaching Service Commission in 2025. The initiative, introduced under the Kwara State Government, marked a significant transition from conventional paper-based promotion assessments to a technology-driven system aimed at improving transparency, efficiency, and accountability in staff evaluation. Reports indicate that the examination, held on October 30, 2025, involved both teaching and non-teaching staff and formed part of a broader reform to align the state’s education sector with emerging digital assessment practices. Adopting a descriptive survey design, the study evaluates stakeholders’ perceptions, administrative efficiency, technical readiness, and challenges encountered during the exercise. Data sources include policy documents, official TESCOM publications, and participant feedback. The findings suggest that the CBT system enhanced examination credibility by reducing malpractice, ensuring standardized testing conditions, and promoting digital literacy among teachers. Additionally, prior training and orientation programmes contributed to the smooth conduct of the exercise, with many participants describing the process as transparent and well-organized. However, the study identifies key challenges, including limited ICT infrastructure, varying levels of computer proficiency among staff, and initial technical anxieties. Despite these constraints, the initiative represents a progressive step toward modernizing teacher management and evaluation systems in Kwara State. The shift is also consistent with broader national trends toward computer-based assessments in education and public service recruitment.The study concludes that the 2025 CBT promotion examination serves as a model for other state education agencies seeking to digitize assessment processes. It recommends sustained investment in ICT infrastructure, continuous capacity building for teachers, and policy support to institutionalize digital assessment practices across the education sector.