Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment

Abstract

This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

“…Similarly, Dawson and Henderson () understand the term TEA as implying that technology can or does enhance education and the assessment process. While the JISC definition, does not comment on whether TEA is effectively underpinned by educational theory and pedagogy, the broader discussion of TEA would suggest that it should align with effective, valid and reliable assessment practices (JISC, ; Sweeney et al , ). As such it is a value laden term which may promote a positive bias and lacks critique of technology adoption for assessment purposes.…”

Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

“…It is also confirmed that the teachers' ability to engage themselves in a professional development program with teachers' TPACK has a positive relationship (Sarah, 2010;Scherer, Siddiq and Tondeur, 2019;Sweeney et al, 2017;Whitelock et al, 2011). Technologically enhanced, especially internet-based formative assessment tools support teachers to easily collect and analyse the data in student assessment and make instructional decisions based on that data (Martin et al, 2016).…”

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

“…La tecnología no tiene valor educativo per se (Sweeney et al, 2017), por lo que debe anclarse a un objetivo y disponer de un planteamiento didáctico que facilite la conexión entre teoría y práctica (Tejada y Thayer-Morel, 2019;Yalcinalp y Avci, 2019). Un planteamiento de este tipo es el que incluye la exploración sonora, la improvisación y la creación.…”

“…El curso MOOC realizado previamente a la experiencia no abarcó las necesidades formativas del profesorado, al no contemplar situaciones reales de aula, por lo que no se pudo generar una verdadera comprensión pedagógica de lo que podría suponer un buen uso de la tecnología. La formación tecnológica no puede prescindir de un planteamiento didáctico (Sweeney et al, 2017) que ayude a determinar el modo en que se utilizarán las TIC en el aula (Scherer et Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-23 al., 2018.…”