Across Africa, education systems are shifting towards competency-based curricula designed to enhance critical thinking and problem-solving skills. However, a recent study indicates that the primary barrier to these reforms is the assessment systems that prioritize memorization over application. High-stakes exams, such as the West African Senior School Certificate Examination and Kenya's National Secondary School Exams, create pressure on teachers to focus on rote learning rather than fostering critical skills. This misalignment leads to a 'double bind' where teachers are expected to promote innovative thinking while preparing students for exams that reward memorization. To address this, the LEARN model (Learner-centred assessment design; Evidence of competence; Adaptive to context; Reflective and feedback-oriented; Nationally relevant and scalable) is proposed. This model emphasizes assessments that reflect how students learn and apply knowledge in real-world contexts, suggesting a shift from high-stakes testing to a combination of national exams and school-based assessments. By rethinking what assessments measure, education systems can better support competency-based reforms and enhance student learning outcomes.