It covers continuous assessment, internal examinations and practice for WASSCE, NECO SSCE, BECE, UTME and Cambridge, 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 Nigerian school generates a great deal of assessment data and very little that changes a lesson. First CA, second CA, examination, position in class, average. All of it aggregate, all of it arriving after the teaching it describes.
The missing element is granularity. “54 in Physics” is a mark. “Can apply the equations of motion, cannot interpret a velocity-time graph” is information. The second changes Monday.
Getting from one to the other requires items tagged to curriculum objectives, and most schools have never had that.
What it covers
Continuous assessment
CA components weighted to the school’s own policy, recorded against curriculum objectives rather than as a bare column of scores. Because the record is objective-level, a head of department can see which objectives are consistently weak across an arm, across a subject, or across a teacher.
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-pupil paper generation that makes copying difficult in a crowded hall.
Offline tolerance matters more than any feature here. A CBT session that collapses when the power or network goes is worse than a paper test, because the school loses the session and the pupils’ confidence. Edves is built to hold a session through interruption and sync when connectivity returns.
Item banks
15,000+ items tagged to NERDC performance objectives and cognitive demand, covering basic and senior secondary subjects, with schools adding their own items into the same structure. A teacher-written mock paper 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 that actually carries most of the marks in Nigerian external examinations 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.
Mock examination management
Full mock cycles run as a managed exercise: timetabling, seating, invigilation records, delivery, marking and analysis, with results feeding the same objective-level record as everything else.
Analytics that get used
| Report | Question it answers |
|---|---|
| Objective mastery by arm | Which specific expectations has this class not secured? |
| Taught but never assessed | Where is coverage assumed rather than evidenced? |
| Format gap | Which pupils can do objective questions but not theory? |
| Trajectory | Which candidates are drifting away from five credits, and since when? |
| Teacher comparison | Where do two arms of the same class diverge, and on what? |
| Item quality | Which of our own questions are not discriminating and should be retired? |
The last one is unglamorous and quietly valuable. Schools accumulate internal questions that everybody answers correctly or nobody does, and both are wasted marks.
Assessment when pupils have AI
Any assignment completed outside supervision no longer reliably evidences the pupil. Three practical 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 — ten short in-class checks give a more reliable picture than one take-home assignment of uncertain authorship.
Detection tools are not on this list; their false positive rates make them unsafe as the basis of a malpractice finding. See AI in education.
How assessment connects
Results feed lesson planning, so objectives an arm has not secured become the objectives the next sequence addresses. Results reach families through the parent app as they are published. And they aggregate into examination preparation across WASSCE, NECO, BECE and UTME.