Heri Retnawati, Elena Kardanova, Sumaryanto, Lantip Diat Prasojo, Jailani, Elly Arliani, Kana Hidayati, Mathilda Susanti, Himmawati Puji Lestari, Ezi Apino, Ibnu Rafi, Munaya Nikma Rosyada, Rugaya Tuanaya, Septinda Rima Dewanti, Rimajon Sotlikova, Gulzhaina Kuralbayevna Kassymova
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. © 2024, Association for Scientific Computing Electronics and Engineering (ASCEE). All rights reserved.
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
