Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions (original) (raw)

Empowering Educators in Digital Assessment

2021

In this paper we analyse the design and implementation of a course based on the DigCompEdu framework and integrated in a European project (e-SLP). The module was designed so that the participants realize how digital technologies can enhance existing assessment strategies, how they can be used to create or to facilitate innovative assessment approaches, and how digital technologies can be used in monitoring learner progress, by facilitating feedback and allowing educators to assess and adapt their teaching strategies. The conceptual framework of the module is based on the ideas of assessment for learning and sustainable assessment, in relation to real and professional life. The study takes a qualitative approach that investigates the work developed by the participants in the module, a group of educators from different countries. Digital evaluation strategies presented in eportfolios are analysed. We examine the diversity of digital technologies that are used, and the proposed strategies in relation to the different educational settings where the participants in the module act as educators (from basic education to non-formal education). Results show that the participants reveal some difficulties in identifying forms of digital assessment appropriate to the pedagogical scenarios they present, namely at the definition of competences and valuation criteria. There is a significant diversity of digital tools proposed. Teacher and peer assessment strategies supported in rubrics are elements that also have a significant presence in the evaluation strategies that are described. These elements reveal that training in the area of digital assessment is really extremely relevant and that teachers need to explore different digital technologies in order to adequate them to the competences to be developed and assessed.

Digital Assessment in Technology-Enriched Education: Thematic Review

Education Sciences

Digital assessment has become relevant as part of the digital learning process, as technology provides not only teaching and learning but also assessment, including productive feedback. With the rapid development of educational technology and the expansion of related research, there is a lack of research-based clarification of aspects of digital assessment without considering the impact of temporary pandemic solutions. The purpose of this thematic review is to summarize key features in studies over a specified period of time (2018–2021); consequently, it does not offer completely new knowledge, but captures essential knowledge of the last few years before the pandemic to avoid losing a significant aspect of digital assessment due to temporary pandemic solutions. The review results in a description of digital assessment that includes its conditions, opportunities and challenges, as well as other characteristics. The findings confirm the importance of digital assessment in the modern ...

Teacher's Opinions on Using Web-Based E-Assessment and Evaluation Applications in Education

Problems of Education in the 21st Century

Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers' lessons in today's schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of ...

Developing Pedagogical Principles for Digital Assessment

education sciences, 2024

Digitalization has been a widely discussed topic in recent years, and it has entered various areas, including education. The issue of identifying and applying pedagogical aspects in digitalization has not been sufficiently discussed in the literature. This deficiency is particularly obvious in terms of assessment, an integral part of the education. Assessment is one of the most important aspects in managing education environments. The research data were obtained by combining two methods: ten pedagogical practices were examined that utilized various technologies in assessment already in use before the pandemic; data from the previous focus group discussions were reviewed regarding to pedagogical principles. A concept map was used in formulating the principles. Finally, the Delphi method with five experts from four counties was applied to obtain an expert view. As a result, five pedagogical principles of digital assessment were developed: (1) the clear purpose of the assessment and explicit criteria; (2) choice of adequate technology; (3) sufficient digital competence and technological equipment; (4) use of technological opportunities; (5) consistent analysis and use of assessment data. This is especially important given the need to demonstrate the appropriate and full use of technology. Those pedagogical principles contribute to a shared understanding between stakeholders in education.

Digital forms of assessment: Assessing what counts, the performance

Future generations will look back at current assessment practices and wonder why it took so long to replace pen and paper assessment with quality digital forms of assessment. Digitization of the assessment process, from student work to the recording of marks is occurring now but haphazardly and is often only a replication of the paper assessment. The desired goals and aims of learning have rarely been fully achieved with pen and paper assessment. Could digital forms of assessment finally achieve them? This paper begins with a background to the failure of traditional forms of assessment based on pen and paper to assess what counts and then argues through research findings that it is time that we in education catch up with the rest of society and move into the digital world especially went considering assessment. While many parts of education have abandoned the analog world for the digital one, assessment has not been one of them. This lack of digitization of assessment is holding bac...

Overview Of Technology In Classroom Assessment From The Perspective Of Students, Educators, And Administrators

Jurnal Pendidikan Ilmu Sosial, 2021

The application of technological widgets for classroom assessment will have a giant influence on students, educators, and administrators academic success. Entering a proper assessment is critical in developing and creating positive knowledge habits and lea rning success. Still, academic achievement depends upon close relationships between administrators, educators, and students in the design, development, and operation of technology-predicated assessments. This study, thus, delves into the overview of techno logy in classroom assessment from the perspective of the classroom and students, instructors, and administrators. The objectives of this study were to examine the perspective of students towards the use of technology for classroom assessment, inquiry the educator's perspective towards the use of technology for classroom assessment, and ascertain the usage of technology in classroom assessment from the perspective of administrators. The study espoused the cross-sectional check approach, using the quantitative exploration design. 175 respondents were the sample used for this study. A disquisition-designed questionnaire was used to gather data for the study. The data analysis fashion used to answer the exploration questions is frequency count and probabilities.

The Digital Transformation of Assessment: Challenges and Opportunities

2021

In the education sector, the digitization of the learning process has been a topical issue for several decades. It includes various components of the learning process, including assessment, which is an integral part of the learning. Innovative educators have been using technology in assessment for several years, but since March 2020, all educators have been forced to use it. Some educators started using technology without sufficient skills and adequate training, so the forced transformation was not always successful. In most cases, educators learn by doing, as well as developing skills and finding the best technologies for assessment. The aim of this research is to identify opportunities and challenges in the application of technologies in assessment. To achieve this goal, the results of a survey of educators (n = 181) and interviews, both individual and group (26 respondents), were evaluated. The main results are related to the findings of new ideas in assessment, and an exploration of the possibility of providing more frequent and timely feedback. At the same time, there is the challenge of developing needed technological skills, as well as coping with an increase in the amount of work and time required to adequately prepare for the assignments. Having knowledge concerning digital assessment can complement an educator's practice. It gives an insight into a wider study-the post-doctoral research project "Models of Assessment in the Digital Learning Environment (MADLE)".

Transformation of 21st Century Educational E-Assessment Integrated by Secondary Teachers of Bagacay National High School: A Descriptive Study on Opportunities and Challenges of New Curriculum

Psychology and Education: A Multidisciplinary Journal, 2024

The integration of 21st-century educational e-assessment methods by secondary teachers holds immense potential for transforming teaching and learning practices. Prior to the pandemic and new curriculum, traditional assessment methods faced challenges, such as the need to maintain social and physical distancing and conduct in-person tests and examinations. Consequently, the popularity and utilization of electronic assessments surged. As the world transitions post-COVID-19, there is ongoing debate regarding the merits of returning to traditional assessment approaches versus integrating online assessment methods. Thus, this descriptive study aims to describe the opportunities and challenges associated with the utilization of e-assessment in the context of a public secondary high school. With a focus on practicality, authenticity, consistency, and transparency, the study examines the perspectives of 30 secondary teachers actively engaged in utilizing digital assessment tools. Through a meticulously designed questionnaire based on the Alternative Digital Assessment Theory and prACT framework, the study gathers insights into the perceived opportunities and challenges faced by teachers in integrating e-assessment into their pedagogical practices. The findings reveal a generally positive outlook among teachers towards the opportunities presented by e-assessment, particularly in terms of transparency and consistency. Teachers strongly agree that digital assessment methods enhance transparency by promoting open communication and collaboration between students and educators, while also ensuring consistency in feedback provision and grading practices. However, challenges related to practicability emerge as significant concerns, with limited technological infrastructure and training posing obstacles to the seamless implementation of e-assessment. Additionally, the study identifies age-related variations in teachers' perspectives on the challenges posed by e-assessment.

The Digitalization of Learning Assessment

Proceedings of International Conference on Multidiciplinary Research, 2022

Assessment is recognized as significant in the world of education. The field of assessment is seen as one of the most difficult areas to reform due to the various challenges faced by teachers and students during the process of learning. Changes to digital technology in teaching and learning activities have influenced the assessment process in all educational institutions. Current assessment method that is mainly summative is often described as outdated compared to the development of the current world of education which focuses on outcome-based education (OBE). In general, the development of digital technology has changed the implementation of teaching and learning activities which also involves learning assessment. New technologies and tools have long been seen as a new possibility for assessment due to their features or capabilities that are potentially beneficial as they offer a more holistic, immediate and engaging assessment experience. Nevertheless, past studies have concluded that the use of digital technology is not yet 'transformative' due to its limited innovation and because its use is still linked to traditional assessment methods. In general, this paper will address the digital technology in teaching practice and the assessment of learning.