It covers School-Based Assessment, internal examinations and practice for BECE and WASSCE, with 15,000+ provided items, school-authored items in the same structure, and delivery that tolerates power and network interruption.
The gap between marks and information
A Ghanaian school generates a great deal of assessment data and very little that changes a lesson. Class exercises, mid-term, end-of-term, position in class, average. All aggregate, all arriving after the teaching it describes.
The missing element is granularity. “54 in Integrated Science” is a mark. “Can describe the process, cannot interpret the diagram” is information. The second changes Monday.
Getting from one to the other requires items tagged to learning indicators, and most schools have never had that.
What it covers
School-Based Assessment
SBA components weighted to policy, recorded against learning indicators rather than as a column of scores, with multiple assessment types on one record. See School-Based Assessment.
Computer-based testing
Scheduled and on-demand testing on web, Android, iOS or interactive board, with randomised item selection and question order, time control, and per-learner paper generation that makes copying difficult in a crowded hall.
Offline tolerance matters more than any feature here. A session that collapses when the power or network goes is worse than a paper test, because the school loses the session and the learners’ confidence. Edves holds a session through interruption and syncs when connectivity returns.
Item banks
15,000+ items tagged to NaCCA learning indicators and cognitive demand, with schools adding their own items into the same structure. A teacher-written mock and a provided practice set therefore report against the same references, which is what makes school data and external practice comparable.
Theory as well as objective
Objective questions mark themselves, which is why schools over-use them. Theory responses are rubric-assisted with the teacher moderating, so the format carrying most of the marks in WAEC examinations actually gets practised.
Practical and alternative-to-practical
Science practical papers reward learnable procedural conventions that are routinely under-taught. Practice covers these specifically. See WASSCE preparation.
Portfolios and projects
The new senior high assessment model requires portfolio and project assessment that does not reduce to a mark. Portfolio evidence is held against the learner with the criteria attached, and group work records individual contribution. See SHS curriculum.
Analytics that get used
| Report | Question it answers |
|---|---|
| Indicator mastery by class | Which specific expectations has this class not secured? |
| Taught but never assessed | Where is coverage assumed rather than evidenced? |
| Format gap | Which learners can do objective questions but not theory? |
| Trajectory | Which candidates are drifting, and since when? |
| Teacher comparison | Where do two classes taught the same content diverge, and on what? |
| Item quality | Which of our own questions do not discriminate and should be retired? |
The last one is unglamorous and quietly valuable. Schools accumulate questions everyone answers correctly or nobody does, and both waste assessment time.
Assessment when learners have AI
Any work completed outside supervision no longer reliably evidences the learner — which matters particularly for the project and portfolio components of the new assessment model. Three responses, in order of durability:
- Assess process, not only product — drafts and checkpoints carry evidence a final submission does not.
- Require defence — a short oral justification is hard to fake and quick to administer.
- Shift weight toward frequent supervised assessment.
Detection tools are not on this list. See AI in education.