Technology-Integrated Assessment: A Literature Review

Abstract

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Developing the Technology-Integrated Assessment Framework

“…We identified seven major themes in the literature, as described briefly below. Please see Madland et al (2024) for a full description of each theme.…”

“…In our review we presented a comparison in Table 8 (Madland, et al, 2024), reproduced here as Alignment Between this Review and the Assessment Design in a Digital World Framework.…”

“…In Madland et al (2024), we reported findings from a review of the literature on technologyintegrated assessment published between 2016 and 2023 by instructors from a wide variety of disciplines and geographic locations. We identified seven themes in the literature, and then drew upon Bearman et al's (2022) framework as a lens through which to examine these themes further.…”

“…While communality was not a theme that surfaced in our review (Madland et al, 2024), in Canadian higher education, the importance of fostering communality, or community more broadly, points directly to the recommendations of the Truth and Reconciliation Commission of Canada (TRC) (The Truth and Reconciliation Commission of Canada, 2015). The mandate from the TRC includes specific recommendations for higher education institutions in Canada to improve levels of higher education achievement among Indigenous communities and also to create culturally relevant curricula.…”

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The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al, 2022) as a lens. Our review (Madland et al, 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technologyintegrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework.

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