This August, education leaders, researchers, and practitioners from across Africa and beyond gathered for the 41st Annual Conference of Association for Educational Assessment in Africa (AEAA), in Addis Ababa, Ethiopia. The conversations rode on the theme, Transforming Educational Assessment: Towards Quality learning and Informed Decision Making. The first Sub-theme resonated around the question: How can technology help Africa rethink the way we assess learning?
Beyond Exams: Why Technology Matters
For decades, examinations have been the gateway to opportunities in Africa. But too often, education systems have measured only a fraction of what learners truly know and can do. Now, with rapid advances in technology, new possibilities are emerging. Imagine classrooms where tests are not only faster to administer but also fairer, more inclusive, and more connected to real life. Imagine assessments that recognize creativity, problem-solving, and resilience—skills young people need to thrive in the 21st century. This vision animated the AEAA conference, with speakers from across the continent sharing both challenges and inspiring solutions (Dieteren, 2025; Aminu et al., 2025; Sitta & Marandu, 2025; Mahlet, 2025; Namigadde, 2025).
AI Can Help – But Humans Are Still Key
Dutch testologist Nico Dieteren presented on Testology and Technology: How the Human Factor Can Leverage and Enhance the Use of AI in Making Good Tests. He reminded participants that while artificial intelligence (AI) can make testing more efficient—automating tasks like marking, test assembly, and item generation—it cannot replace human judgment. “AI is strong in speed and scale,” he explained, “but unreliable in creativity and ethics.” In Africa, where culture and fairness are central, AI must be paired with human expertise to ensure assessments remain meaningful and just (Dieteren, 2025).
From Nigeria, Dr. Mohammed Aminu and colleagues presented findings on the Implementation of Inclusive Assessment Practices in Technical Colleges in Southern Nigeria. Their study revealed that while students perceive inclusive assessments as improving participation and learning outcomes, many teachers still rely on traditional tests. Barriers such as limited digital skills, gaps in training, and inadequate funding stood out. Yet, with investment in digital tools, teacher training, and policy support, assessments can be redesigned to celebrate every learner’s talents—not just those who excel in exams (Aminu, Stephen, Iluobe & Raymond, 2025).
Digital Literacy: More Than a Tech Skill
From Tanzania and Zanzibar, Samson Sitta and Daniel Marandu, presented on behalf of the Action for Life Skills and Values in East Africa (ALiVE) initiative. They shared insights on Leveraging Digital Technologies to Transform Educational Assessments in Africa. Their evidence shows that only 31% of adolescents could easily use digital tools, with girls and poorer adolescents most disadvantaged. Yet adolescents with stronger digital skills demonstrated higher confidence, problem-solving skill, and resilience. They observe that digital literacy is not just a technical ability—it is a life skill that opens doors to learning, work, and empowerment (Marandu & Sitta, 2025).
Ethiopia’s Experiment with : Structured Pedagogy
From Ethiopia, Mahlet (Luminos Fund) presented on “Scaling Structured Pedagogy in Sidama Using EGRA/EGMA Data.” Working with the Ministry of Education, Luminos piloted structured lesson plans combined with tablet-based assessments.
The results were striking. Children in structured pedagogy classrooms recorded 29+ correct words per minute in literacy and nearly doubled their performance in numeracy compared to peers in traditional programs. This shows that when technology is blended with pedagogy and teacher support, learning outcomes improve dramatically—even in resource-constrained settings (Mahlet, 2025).
Confronting Exam Malpractice in Uganda
From Uganda, Namigadde Salimah of UNEB presented on Examination Malpractice at High-Stakes Primary Leaving Examinations (PLE) in Luweero District. She noted that malpractice—driven by academic pressure, institutional competition, and inadequate preparation—remains a serious threat to fairness and integrity of assessments. Proposed solutions included CCTV surveillance, biometric verification, and data analytics. However, Namigadde emphasized that sustainable solutions require more than technology: building a culture of honesty and accountability among students, teachers, parents, and communities is critical (Namigadde, 2025).
A Shared Call to Action
Across all the presentations, one message was clear: technology alone cannot transform education. It must be guided by values of fairness, inclusion, and cultural relevance and powered by people: teachers, learners, parents, and policymakers. As one speaker reflected, “Africa cannot afford to be the missing continent in the digital revolution, but neither can it lose sight of the human factor that ensures education remains meaningful and just.”
The conference ended not with final answers, but with renewed determination: to build an education system where technology helps every child to learn, every talent to shine, and every assessment count.
@samsonsitta07
