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Benefits of Technology-Enhanced Assessment for Learning in a Flexible-Paced High School
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DOI：10.3390/educsci16081277.png)
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Abstract
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There is limited research examining how technology-enhanced assessment functions in nontraditional schools. The following research question guided our study: How are technology-enhanced formative assessment strategies perceived to support student learning in a flexible-paced high school environment? The study employed an educational design approach to co-develop and implement formative assessment strategies with teacher-participants during six professional learning sessions throughout the school year. Drawing on data from pre- and post-surveys administered to teachers (n = 36), researcher field notes with reflections during the professional learning sessions, and open-ended survey responses from students at the end of the school year (n = 43), we found: (a) a greater reported use of digital methods for formative assessment and a significant increase in the use of authentic, real world assessment criteria; (b) teacher and student perceptions that timely, constructive, and accessible digital feedback supported learning experiences; and (c) recognition that students could be more actively involved in determining assessment criteria. Students also reported benefits from receiving digital feedback, opportunities for self-assessment, and greater clarity in their learning progression. While technology can enrich feedback and efficiency, careful attention must be paid to sustaining equity and learner voice in assessment design.
Keywords:
assessment for learning
TPACK
universal design for learning (UDL)
professional learning
technology-enhanced assessment
authentic learning
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