This literature review examines formative assessment education practices currently being utilized in Africa, as well as recent research regarding professional development on such assessments. Two main conclusions about formative assessment use and training, as well as a set of recommendations about teacher training on formative assessment, can be drawn from this study. First, evidence suggests that a variety of formative assessment techniques are currently being utilized in Africa. Second, although there is limited evidence regarding the effect of training teachers to utilize formative assessments, all of the available studies suggest that these trainings positively impact instruction. Professional development on this topic should be ongoing and collaborative, focusing on the purpose, use, and interpretation of formative assessments while considering the environment in which teachers operate. As countries in Africa and international development agencies seek to improve educational quality while expanding educational access, efforts to train teachers to utilize formative assessments in the classroom should be considered as a means of improvement.