Assessment-Informed Instruction in Nigeria: Bridging the Gap Between Teaching and Learning
Introduction
In Nigeria, as in many parts of sub-Saharan Africa, the foundational literacy and numeracy (FLN) crisis remains acute. Despite years of schooling, far too many children are unable to read or perform basic calculations. According to the World Bank’s Learning Poverty Report (2022), nine out of ten children in sub-Saharan Africa cannot read a simple text by age 10. The LEARNigeria citizen-led household assessments underscore this challenge: even after nine years of schooling, only 53% of Nigerian children can read with comprehension at a grade two level.
To address this, innovative instructional approaches that move beyond traditional, often static, classroom practices, are needed. One promising approach gaining attention is Assessment-Informed Instruction (AII). This data-driven method empowers teachers to use assessment information to guide, adapt, and improve their teaching, rather than simply to measure student performance. In Nigeria, The Education Partnership (TEP) Centre has been leading efforts to pilot and explore the effectiveness of AII in real-world classrooms.
This article discusses the journey, findings, and implications of TEP Centre’s pioneering work in AII, drawing from a research study supported by the Bill and Melinda Gates Foundation. We will unpack what AII means, how it was implemented in Nigeria, and what lessons can be gleaned for education stakeholders working to transform learning outcomes.
What is Assessment-Informed Instruction?
In lay terms, Assessment-Informed Instruction is about using data from classroom (formative) assessments, such as quizzes, classwork, homework or oral tests, not just to assign grades, but to understand how students are learning and what they are struggling with. This continuous feedback loop allows teachers to adjust their teaching strategies to meet learners’ needs in real time.
As defined by Ralaingita et al. (2023), AII involves the activities teachers (and sometimes head teachers or instructional coaches) undertake to track student progress and modify teaching practices accordingly. Unlike traditional assessment methods that are primarily summative and done at term’s end, AII emphasises formative assessments—short, regular, and targeted checks that help teachers gather insights on students’ understanding.
AII in Action: Early Pilots in Nigeria
TEP Centre’s exploration of AII began in response to data showing widespread learning gaps. The first major intervention was the LEARNigeria Remedial Programme (LRP), which used the Teaching at the Right Level (TaRL) approach to group children by actual learning levels rather than by age or grade. In 2017, this approach in Kano state led to a dramatic drop in children at the “beginner” reading level (from 71% to 34%) within just 24 days of intervention.
During the COVID-19 pandemic, TEP Centre pivoted to a low-tech, home-based remedial learning solution called Zo Mu Koya Tare, sending foundational learning activities to parents via basic text messages. Despite limited technology, this approach achieved a 20% improvement in literacy and numeracy, showing how even simple assessments can be used to track students’ learning and inform teaching strategies.
Recognising that teachers’ practices are pivotal, TEP Centre, in collaboration with the University of Oxford, launched the Integrated Teacher Capacity Development Programme (ITCDP) between 2018-2019. This trained nearly 800 teachers across Kano and Akwa Ibom states in using formative assessment data to improve teaching. Teachers formed peer-learning groups, engaged in data-driven reflection, and saw significant learning gains among their students. Literacy scores rose by 79.1 points in Akwa Ibom and by 43.1 points in Kaduna, highlighting the power of using formative assessment data to track learning and adapt teaching strategies.
AII Research Study: Understanding and Scaling Effective Practices
Building on these pilots, TEP Centre embarked on a focused research study in 2023, supported by the Gates Foundation, to systematically examine AII in Nigeria’s classrooms. The study had two guiding questions:
- What is the current teaching practice, particularly of AII, like in Oyo state, Nigeria?
- How can teachers use data from classroom assessments to improve their teaching methods?
The study employed two main methodologies:
- Teacher Survey: A survey of 100 teachers across 12 states to explore their understanding and use of formative assessments.
Action Research: A pilot teacher training programme on AII in Oyo state, coupled with classroom observations and baseline/endline learner assessments.
Key Findings
- Teachers’ Familiarity with Formative Assessments, but Limited Use in Instruction
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- 69% of surveyed teachers said they use formative assessments like quizzes and classwork.
- However, many saw these only as administrative requirements—not as tools to tailor their teaching.
- Teachers’ traditional focus on end-of-term exams means formative assessments often are not used to truly inform instruction.
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- Professional Development Gaps
- Over half of the surveyed teachers have been teaching for 16+ years, with many relying on established (and often outdated) practices.
- While 62.6% had attended professional development activities, there was little evidence that these translated to changes in classroom practice.
- Impact of AII Teacher Training
The action research pilot in Oyo state involved 35 teachers and headteachers, reaching 900+ learners. The training included four modules:
- Introduction to data and assessment: helping teachers draw insights from assessment data.
- Science of teaching and learning: overing effective literacy and numeracy strategies.
- Teaching practice culture: Fostering peer learning and self-reflection.
- Classroom management: Strengthening relationships among teachers, students, and parents.
Post-training, teachers reported increased confidence in tailoring lessons to students’ needs and using classwork to gauge comprehension. However, 52% noted challenges, such as lack of instructional materials and the struggle to differentiate for slow learners.
Learner Outcomes: Modest but Promising
Endline assessments showed slight increases in the number of children reaching the highest levels of literacy and numeracy (e.g., reading full stories with comprehension, performing complex operations like division). However, there was little change at intermediate learning levels—suggesting that while some children improved, many remained stuck at early stages.
This points to a critical insight: while AII can support teachers to adapt their practices, scaling real learning gains requires sustained system-level support and resources.
Recommendations for Scaling AII:
- Develop clear guidance notes and context-relevant materials that teachers can use daily.
- Support peer learning communities where teachers can share what works and troubleshoot challenges together.
Build school-level systems, including supportive leadership and access to low-cost teaching aids, to enable continuous improvement.
A Path Forward for Foundational Learning
Our work shows that Assessment-Informed Instruction has the potential to transform teaching in Nigeria and beyond. When teachers are trained, resourced, and supported to use data to guide their teaching, they become not just transmitters of knowledge but facilitators of learning—responsive to where each child is and what they need next.
The journey is far from complete. AII is not a magic bullet but rather a powerful approach to addressing Nigeria’s foundational learning crisis. With the right mix of clarity, resources, and behaviourally-informed support, AII could be the key to unlocking every child’s potential to read, write, and thrive.