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This study investigated a comparative analysis of educational assessment frameworks among higher institutions in the South-South Geopolitical Zone of Nigeria, which consists of universities, polytechnics, and colleges of education. The study adopts a Comparative Cross-Sectional Design. The research population is deans of faculties and schools, heads of departments and students of the higher institutions in the Geopolitical Zone. A purposive sampling technique was adopted to select 20 deans, 80 heads of departments, and 600 students. The researcher studied how higher institutions in the South-South Geopolitical Zone of Nigeria utilize summative, formative and diagnostic assessments to evaluate students’ performance and how they align with national and international standards and best practices. It also investigates how Bloom’s Taxonomy of cognitive, affective and psychomotor domains is applied in the various higher institutions. The instruments used for the study are questionnaires and interview techniques. The validity of the instrument was established using expert judgement, while the reliability was established using the test–retest method with a reliability coefficient of 0.75. The instruments were administered to the respondents, and analysis of the data revealed that higher institutions rely heavily on summative evaluation, but there is limited use of formative and diagnostic evaluations, which leads to gaps in continuous feedback and student development. The study also identified significant challenges. Additionally, it was noted that higher institutions have adopted Bloom’s Taxonomy, but with little emphasis on the affective domain. Conclusions were drawn, and recommendations were made.

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