Abstract: This study examined some of the challenges posed to the authentic assessment and measurement procedures as a policy tool in the Nigerian education system, particularly, the acceptability and universality of common assessment of secondary school students. Considering fit diversified educational backgrounds of these students, it appears that our current educational assessment processes do not tally with, the practicability of the test end results. It was therefore, suggested that educational performance in common assessment measures should be based on the principles of crude grasp of the whole. Only in this would our pluralistic complex, society be recognized.