Abstract
Student satisfaction with assessment policies and practices is crucial for academic success and institutional reputation because of the transformational nature of university education. There is therefore need to evaluate the factors affecting the workability of these assessment policies and practices. This study explored student factors as predictors of their level of satisfaction with assessment policies and practices in Nigerian universities using logistic regression analysis. A predictive correlational research design was adopted for the study. A total of 240 undergraduates in the faculty/school of the two universities consented, filled and submitted the questionnaire and were fit for use (male = 43.6%; female = 56.4% with mean age = 2.26 ± 1.05). Students’ Satisfaction with Assessment Policies and Practices Questionnaire (SSAPP_Q) developed and validated by the researchers with reliability estimate of .85 was used for data collection. The research questions were answered using logistic regression analysis. Results revealed that individual student’s age, level of study, gender and CGPAs at different levels did not significantly predict their satisfaction with assessment policies and practices in their various universities. It was recommended among others that government should provide tailored support for students with diverse academic background and different age levels to ensure that they adapt to their school assessment policies effectively.