The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining…

This investigation elucidates the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies within educational assessments, focusing on the distinctions between pre-service and in-service teachers. Leveraging an integrated theoretical framework that combines the General Extended Technology Acceptance Model for…

Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This…

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment "as" learning (AaL) and assessment "for" learning (AfL) rather than the assessment "of"…

The aim of this study was to investigate whether secondary science teachers had different styles of technology adoption for technology-based assessments (TBAs), and whether teachers with different adoption styles showed different patterns of beliefs, attitudes and intentions regarding TBAs. By combining the variable-centered and person-centered…

This applied dissertation was designed to provide access to current information for administrators, teachers, and staff in an elementary school that is relevant to technology and assessments. The purposes of this study were: (1) to examine how the decomposed determinant factors of the DTPB influence the teachers' intention to adopt…

Teachers must foster within themselves the idea that technology is a part of civilization that must inevitably go hand in hand with teaching and learning, including assessment. Technology-based assessment should assist teachers in dealing with digital native students who are already aware of their own needs, requiring teachers to integrate…

For many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital resource in the classroom that presents STEM content through a multilingual lens with associated animated videos and quizzes. The study aims to encourage…

During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyse the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers' digital competence (TDC) and their received TDC and assessment training…

The current paper focusses on the teachers' attitude towards and experiences with e-learning tools at two universities in different phases of e-learning implementation. The study population comprises teachers at university level and a simple random sampling method was used. A total of 45 teachers in bachelor programmes from the Faculty of…

The purpose of this study was to gauge the attitudes towards artificial intelligence (AI) use in the science classroom by science teachers at the start of generative AI chatbot popularity (March 2023). The lens of distributed cognition afforded an opportunity to gather thoughts, opinions, and perceptions from 24 secondary science educators as well…

In an era where conditions for education are rapidly changing globally, online assessment presents several opportunities as well as challenges in the higher education landscape. The forceful transition from face-to-face to online assessments, as part of the emergency implementation of online learning due to the COVID-19 pandemic, has affected…

The purpose of this study was to investigate the key factors affecting the adoption and use of online assessment in Polytechnics in Zimbabwe during the COVID-19 era using the Technology-Organisation-Environment (TOE) framework and Technology Acceptance model (TAM). A qualitative research methodology was employed to discover and explain the…

Evidence from various domains underlines the critical role that human factors, and especially trust, play in adopting technology by practitioners. In the case of Artificial Intelligence (AI) powered tools, the issue is even more complex due to practitioners' AI-specific misconceptions, myths and fears (e.g., mass unemployment and privacy…

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online…