A Systematic Review of the Use of Technology in Educational Assessment Practices: Lesson Learned and Direction for Future Studies
Retnawati H. Kardanova E. Sumaryanto Prasojo L.D. Jailani Arliani E. Hidayati K. Susanti M. Lestari H.P. Apino E. Rafi I. Rosyada M.N. Tuanaya R. Dewanti S.R. Sotlikova R. Kassymova G.K.
2024Association for Scientific Computing Electronics and Engineering (ASCEE)
International Journal of Robotics and Control Systems
2024#4Issue 41656 - 1693 pp.
Previous studies have demonstrated that technology helps achieve learning outcomes. However, many studies focus on just one aspect of technology’s role in educational assessment practices, leaving a gap in studies that examine how various aspects affect the use of technology in assessments. Hence, through a systematic work, we analyzed the extent and manner in which technology is integrated into educational assessments and how education level, domain of learning, and region may affect the use of technology. We reviewed empirical studies from two major databases (i.e., Scopus and ERIC) and a national journal whose focus and scope are on educational measurement and assessment, following PRISMA guidelines for systematic reviews. The findings of the present study are directed towards emphasizing the roles of technology in educational assessment practices and how these roles are adapted to varying educational contexts such as the level of education, the three domains of learning (i.e., cognitive, psychomotor, and affective), and the setting in which the assessment was conducted. These findings not only highlight the current roles of technology in educational assessment but also provide a roadmap for future research aimed at optimizing the integration of technology across diverse educational contexts.
Educational Assessment , Giving Feedback , Response Time Recording , Systematic Review , Test Administration , Test Item Generation , Test Scoring , Use of Technology
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Department of Mathematics Education, Universitas Negeri Yogyakarta, Sleman, Indonesia
Center for Psychometrics and Measurement in Education, HSE University, Moscow, Russian Federation
Department of Sport Sciences, Universitas Negeri Yogyakarta, Sleman, Indonesia
Department of Educational Administration, Universitas Negeri Yogyakarta, Sleman, Indonesia
Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Sleman, Indonesia
School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia
Department of Guidance and Counseling, Universitas Negeri Yogyakarta, Sleman, Indonesia
Master of Arts in TESOL Program, Webster University in Tashkent, Tashkent, Uzbekistan
Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Educational Leadership Program, Queen Margaret University, Edinburgh, United Kingdom
Department of Mathematics Education
Center for Psychometrics and Measurement in Education
Department of Sport Sciences
Department of Educational Administration
Department of Educational Research and Evaluation
School of Early Childhood and Inclusive Education
Department of Guidance and Counseling
Master of Arts in TESOL Program
Institute of Pedagogy and Psychology
Educational Leadership Program
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