DIF detection and correction are essential for fair and equitable assessment practices, especially when results are used for high-stakes decisions like college admissions. By identifying and addressing DIF, assessment developers can reduce the risk of discrimination or bias against certain groups. Using papers from 2013 to 2023, a systematic review of DIF in African educational assessments was conducted. To find and screen eligible papers, PRISMA 2021 guided the search. Qualitative synthesis was used to create a narrative summary of findings after data extraction. 15 papers met the criteria. Between 2013 and 2023, these English-language papers addressed educational assessment in Africa. WASSCE, BECE, SSCE, and BJCE exams were the focus of most studies. The most common DIF method was IRT. The groups favored in African educational assessments using Differential Item Functioning (DIF) varied by context, assessment, and subject. DIF has been found in African studies. Educational experts must critically assess African assessments and take steps to address these issues.

Keywords : Differential item functioning, Item response theory, educational assessment.