Literaturnachweis - Detailanzeige
| Autor/in | Chen, Dandan |
|---|---|
| Institution | United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France) |
| Titel | Use of Technology-Based Assessments: A Systematic Review. Global Education Monitoring Report |
| Quelle | (2023), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Chen, Dandan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Technology Uses in Education; Computer Assisted Testing; Alternative Assessment; Test Format; Cheating; Measurement; Accuracy; Test Interpretation; Learner Engagement; Cost Effectiveness; Educational Benefits; Efficiency; Benchmarking; Grading |
| Abstract | Technology-driven shifts have created opportunities to improve efficiency and quality of assessments. Meanwhile, they may have exacerbated underlying socioeconomic issues in relation to educational equity. The increased implementation of technology-based assessments during the COVID-19 pandemic compounds the concern about the digital divide, as digital access, connectivity, and coping strategies vary across the globe. This systematic review was intended to answer how the use of technology-based assessments has affected the education system's functioning, compared to traditional assessments that do not employ any technology solution. It covered 34 countries from 34 full-text sources in English published in 2018-2022. A total of 12 themes emerged corresponding to six hypotheses about technology-based assessments. In summary, when compared with traditional paper-based exams, mixed evidence was found when testing assumptions about technology-based assessments' roles in cheating reduction, learning boost, monitoring support, instructional improvement, and non-teaching workload reduction. Strong supporting evidence was found when testing assumptions about technology-based assessments' higher measurement precision, easier interpretation, higher learner engagement, and more interaction with others at the learning level, in addition to smoother communication with parents at the educating level. Limited but positive evidence at the management level suggested that technology-based assessments are more cost-effective and time-efficient. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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