Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development.

Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment.Practitioner notesWhat is already known about this topicDigital technologies are increasingly used in assessment in higher education.Teachers are the key stakeholders in the assessment for learning.There is a limited transformative nature of digital assessment practices.What this paper addsA validated instrument to assess teachers' pedagogical practice of digital assessment in higher education.Teachers' pedagogical and pedagogical content knowledge of digital assessment is critical to the future of digital assessment.Teachers' technological pedagogical knowledge of digital assessment has a more limited impact on the future of digital assessment.Implications for practice and policyTeachers need to be supported in developing pedagogical digital assessment practices in higher education.Based on this study's outcomes, educators, institutions and policymakers can inform the design and implementation of effective and responsible digital assessment practices.The design and implementation of responsible digital assessments will enhance the quality of higher education in the digital age. [ABSTRACT FROM AUTHOR]