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The state‐of‐the‐art in digital technology‐based assessment
Author(s) -
O'Leary Michael,
Scully Darina,
Karakolidis Anastasios,
Pitsia Vasiliki
Publication year - 2018
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12271
Subject(s) - formative assessment , transformative learning , scope (computer science) , fidelity , computer science , accountability , technology integration , summative assessment , key (lock) , field (mathematics) , scale (ratio) , state (computer science) , engineering management , management science , risk analysis (engineering) , educational technology , engineering , political science , psychology , telecommunications , business , pedagogy , computer security , mathematics , algorithm , pure mathematics , law , programming language , physics , quantum mechanics
Abstract The role of digital technology in assessment has received a great deal of attention in recent years. Naturally, technology offers many practical benefits, such as increased efficiency with regard to the design, implementation and scoring of existing assessments. More importantly, it also has the potential to have profound, transformative effects on the field of assessment by facilitating the integration of formative activities with accountability requirements and broadening the range of abilities and the scope of constructs that can be assessed. This article provides an overview of the current state‐of‐the‐art in digital technology‐based assessment, with particular reference to advances in the automated scoring of constructed responses, the assessment of complex 21 st century skills in large‐scale assessments and innovations involving high fidelity virtual reality simulations. Key challenges with respect to each are highlighted before the extent to which digital technology is truly transforming assessment is considered.