Enhancing Learning Outcomes through Formative Assessments in Africa: A Systematic Review of Practices, Challenges, and Opportunities

Abstract

A learner-centred method called formative assessment uses timely feedback and adaptive training to track and improve student learning. Formative assessments have great potential to enhance learning outcomes and eliminate inequities in African educational institutions, which frequently struggle with systemic issues and resource shortages. In order to investigate the practices, difficulties, and possibilities related to formative assessments in African educational contexts, this study thoroughly evaluates the body of existing literature. It seeks to determine region-specific tactics and assess how they affect the learning results of students. PRISMA standards were followed in conducting a systematic review. Web of Science, AJOL, Scopus, Google Scholar, and ERIC databases were searched using terms like "formative assessments" and "African education." Peer-reviewed research on elementary, secondary, and postsecondary education carried out in Africa was the main emphasis of the inclusion criteria. Meta-analysis and thematic analysis were used to examine the data. In African classrooms, formative assessments greatly improve students' academic achievement, critical thinking, and problem-solving skills. Innovations with potential for scalability include gamified platforms and mobile applications. However, insufficient teacher preparation, policy misalignment, and resource constraints continue to be significant obstacles. To promote efficient evaluation procedures, policymakers and interested parties are recommended to provide infrastructure, professional development, and research top priority. Future studies should examine scalable, low-tech alternatives for resource-constrained environments and concentrate on the long-term effects of formative assessments.