Education is fundamental to national development, significantly shaping Nigeria’s socio-economic landscape. Despite increased enrollment due to initiatives like the Universal Basic Education (UBE) program, a substantial gap in educational quality persists, evidenced by only 38% of Primary 3 students reading fluently in the 2022 National Learning Achievement Measurements (NLAM). This study addresses the overreliance on summative assessments in Nigerian classrooms, which fail to provide ongoing feedback crucial for continuous improvement in teaching and learning. It advocates for integrating formative assessments, which offer real-time insights and foster responsive teaching strategies. By evaluating the impact of both formative and summative assessments on student learning outcomes and teacher practices, the research aims to bridge the gap between educational access and quality. It highlights the challenges and benefits of formative assessments, proposing a balanced approach that supports continuous learning and informs educational policy, ultimately enhancing primary education in Nigeria and promoting equitable academic success.