It covers 15,000+ assessment questions spanning WAEC, WASSCE, BECE, NECO and UTME in Nigeria, SBA, BECE and WASSCE in Ghana, GCSE and Key Stage assessment in the UK, US state assessments, and Cambridge IGCSE. Items are tagged by curriculum objective and cognitive level so results indicate what to reteach.
What it covers
Computer-based testing
Scheduled and on-demand tests delivered on the web or mobile, with randomised item selection, time controls and offline resilience for low-connectivity settings. Marking is automatic for objective items and rubric-assisted for extended response.
Item banks
15,000+ questions mapped to curriculum objectives and tagged by cognitive level. Past-question banks cover the major examination frameworks in each market. Schools can add their own items into the same structure so internal assessment and external preparation sit in one bank.
Mastery tracking
Performance is tracked against curriculum objectives rather than against topics. The difference matters: a topic score tells a teacher a class found fractions hard, an objective-level score tells them the class can order fractions but cannot compare unlike denominators. Only the second is actionable.
Analytics and early intervention
Attainment analysis by class, subject, objective, cohort and subgroup, with predictive flags for students trending away from a target grade. Flags are designed as a prompt to look, not a verdict — a predictive model trained on historical outcomes will reproduce historical inequity unless a human interrogates it.
Examination coverage
| Market | Examinations |
|---|---|
| Nigeria | WAEC, WASSCE, BECE, NECO, UTME/JAMB |
| Ghana | School-Based Assessment, BECE, WASSCE |
| United Kingdom | Key Stage 1–4 assessment, GCSE |
| United States | State standardised assessment, aligned to Common Core and NGSS |
| International | Cambridge IGCSE and Checkpoint |
Assessment when AI can answer the question
Any assessment that can be completed by a model at home no longer evidences the student. This is now a design constraint on every take-home task, and pretending otherwise is the most expensive mistake a school can make about generative AI.
Three practical responses, in order of durability:
- Assess the process, not only the product. Drafts, checkpoints and revisions carry evidence a final artefact does not.
- Require defence. A short oral or written justification of the choices made is difficult to fake and quick to administer.
- Use supervised formative assessment more frequently and terminal assessment less. Frequent low-stakes checks under supervision give a more reliable picture than one high-stakes artefact of uncertain authorship.
Detection tools are not on this list. Their false positive rates make them unsafe as the basis of a misconduct finding. The higher education implementation of this thinking is the Innovation Challenge Studio.
How assessment connects to teaching
Assessment results feed directly into lesson planning: the objectives a class has not met become the objectives the next sequence addresses, with the instructional model reselected accordingly. Coverage gaps surface against the curriculum map. Results reach families through parent engagement rather than waiting for a termly report.