In response to the current crisis and updated information about the distance learning assessment during the COVID-19 pandemic in sub-Saharan Africa, TALENT conducted three surveys for representatives of the Ministry of Education in 49 countries. More specifically, the purpose of the surveys was to know the decision on learning assessment since the beginning of the pandemic, mainly about: 1) the status of the High-Stakes Certificate Examinations; 2) the status of the Large-scale assessment, and 3) initiatives of Classroom-based Assessments. Key findings of the survey: 1) Due to the school closure, students fell behind more than two months of a year of learning. 2) Countries organized high and low-tech distance learning strategies in record time. However, the lack of monitoring of the beneficiaries, especially among the vulnerable students, could increase inequalities, even after schools reopen. 3) Despite challenges of access to distance learning and the lack of training for teachers, many countries continued to conduct school-based assessments. 4) School systems maintain end-of-the-year assessments and pass or fail students' policies, highlighting the importance of monitoring retention and dropout rates, especially among vulnerable groups. 5) High-stakes examinations performed on a changed data, and large-scale assessments were postponed in many countries.