Title: The evolution of technology-based assessment: past, present, and future

Authors: Saleh Ahmad Alrababah; Gyöngyvér Molnár

Addresses: Doctoral School of Education, University of Szeged, Institute of Education, H-6722 Szeged, Petőfi Sándor sgt. 30-34, Hungary ' Department of Learning and Instruction, MTA–SZTE Research Group on the Development of Competencies, Center for Research on Learning and Instruction, University of Szeged, Institute of Education, H-6722 Szeged, Petőfi Sándor sgt. 30-34, Hungary

Abstract: This paper presents developmental trends in technology-based assessment in an educational context and highlights how technology-based assessment has reshaped the purpose of educational assessment and the way we think about it. Developments in technology-based assessment stretch back three decades. Around the turn of the millennium, studies centred on computer-based and paper-and-pencil test comparability to ascertain the effect of delivery medium on students' test achievement. A systematic review of media studies was conducted to detect these effects; the results were varied. Recent work has focused on logfile analysis, educational data mining and learning analytics. Developments in IT have made it possible to design different assessments, thus boosting the number of ways students can demonstrate their skills and abilities. Parallel to these advances, the focus of technology-based assessment has shifted from an individual and summative approach to one which is cooperative, diagnostic and more learning-centred to implement efficient testing for personalised learning.

Keywords: information and communications technology; ICT; computer-based assessment; CBA; personalisation of instruction; time on task; media comparison studies.

DOI: 10.1504/IJLT.2021.117765

International Journal of Learning Technology, 2021 Vol.16 No.2, pp.134 - 157

Published online: 23 Sep 2021 *

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