Role of School-Based Assessment in Improving Learning Outcomes in Primary Schools in Sokoto State

This study empirically investigates the role of school-based formative assessment in improving learning outcomes in primary schools in Sokoto State, North West Nigeria. While summative assessment dominates the evaluation landscape in Nigerian primary schools, the potential of school-based formative practices to drive instructional responsiveness and pupil learning gains requires targeted empirical investigation. The study employs a mixed-methods design, combining a quasi-experiment across 12 primary schools and qualitative interviews with 24 teachers and 6 head teachers in Sokoto North, Tambuwal, and Illela local government areas. Schools in the treatment arm received a structured school-based formative assessment intervention over 12 weeks. Pupil learning outcomes in Hausa Language and Mathematics served as dependent variables. The Assessment for Learning Framework and Vygotsky's Constructivism provide the theoretical foundation. ANCOVA and thematic analysis were simultaneously applied. Findings are anticipated to show that schools implementing structured formative assessment practices achieve significantly higher pupil learning gains compared to control schools. Qualitative findings contextualise teacher perceptions of assessment utility and barriers to implementation. Recommendations address the Sokoto State UBEC and primary teacher education institutions on mandating formative assessment training in teacher preparation and providing assessment-for-learning toolkits to primary schools. Keywords: school-based assessment, learning outcomes, primary schools, Sokoto State, formative assessment