Articles & Papers
Teacher perspectives on technology in summative assessment
The current wave of technology adoption in assessment is enabling widespread innovation and change, from e-marking and on-screen testing, through to providing detailed item level data and analysis to schools. Whilst there is much discussion about modes of use and potential benefits from introducing technology, these have often focused on the assessment organisation and less reflection has been given to the teaching communities’ perspective on this change.
The teaching community is a key stakeholder in summative assessment. Firstly teachers’ professional performance and that of their school / college will be evaluated on the final outcomes of their students. They are key users of any formative insights which might be derived from summative assessment. In addition they will often be involved in the use of the technology itself either in a marking capacity, by helping facilitate computer based tests or by coaching students and helping them prepare for computer based assessment. Therefore engaging with teachers is fundamental to ensuring the adoption of these technologies delivers educational benefits.
This paper shares the findings from 500 interviews with current school teachers on their attitudes to technology in the assessment process, and present further research from the UK Further Education sector. It will draw practical conclusions on the implications for assessment organisations and how technology can bring real benefits to schools.
This paper was presented at the 37th Annual IAEA Conference in Manila.