1. Use of Technology-Based Assessments: A Systematic Review Covering over 30 Countries
- Author
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Dandan Chen, Amos Jeng, Shiyu Sun, and Bradley Kaptur
- Abstract
The widespread adoption of technology-based assessments during the COVID-19 pandemic has exacerbated concerns about the digital divide, given global disparities in digital access, connectivity, and coping strategies. This systematic review was intended to assess how the use of technology-based assessments has affected the education system's functioning in pre-college education, compared to traditional assessments. It covered 34 countries from 34 full-text English sources in 2018-2022. A total of 12 assumptions were tested, corresponding to six hypotheses about the learning, educating, and management facets associated with the use of technology-based assessments. Our findings revealed mixed evidence about technology-based assessments in reducing cheating, enhancing learning, supporting monitoring, improving instruction, and reducing non-teaching workload. However, strong evidence supported the assumptions that technology-based assessments improve measurement precision, interpretability, engagement, interaction, and teacher-parent communication. Limited but positive evidence supported the assumptions that technology-based assessments may reduce the cost and time of test administration.
- Published
- 2023
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