Ensuring “Good” Assessment Practices with Technology
As assessment technologies become an integral part of classrooms, it’s essential to consider how they can enhance, not hinder student learning. After watching and listening to a presentation by Erik Voss; an expert in educational technology and assessment, and how he shared valuable insights on how we can ensure that technological tools support meaningful learning while avoiding potential negative social and cultural impacts, I came to this conclusion:
- Technology and assessment, are not so separate
Erik kicked things off by challenging a long-held belief: that teaching and assessment are separate entities. Instead, he proposed we think of them as intertwined parts of the same process. He emphasized that assessments should be seen as learning tasks—tools that not only measure student progress but also actively contribute to their learning. The idea is simple: assessments should help students grow, and technology can play a big role in making this happen.
- Learning-Oriented Assessment: The Key to Productive Learning
He introduced several frameworks that guide the integration of technology in assessments, one of which is the Learning-Oriented Assessment (LOA) model. This model highlights three main components:
a. Assessment as Learning Tasks: Instead of just measuring what students know, assessments should engage them in learning.
b. Student Involvement: Students should be part of the assessment process, actively engaging in reflection and improvement.
c. Forward-Looking Feedback: Feedback should focus on helping students improve rather than simply evaluating what they did wrong.
However, he pointed out that while technology is often discussed in these frameworks, it’s not always explicitly addressed in the context of these key components. So, Erik proposed a way to combine Pedagogical Knowledge, Assessment Knowledge, and Technological Knowledge (PAK, CK, and TK) to create a more coherent and supportive approach to learning-oriented assessments.
- Merging Pedagogy, Assessment, and Technology
In his framework, Erik highlighted the need to blend these three areas of knowledge. Instead of treating technology as a separate tool or a “bonus,” it should be integrated into the entire educational process. For example, when creating an assessment task, teachers should consider how technology can facilitate learning, support the assessment process, and improve feedback. It’s all about finding the sweet spot where content, pedagogy, and technology overlap. When all three work together, they provide a richer learning experience for students.
- What Does This Look Like in Practice?
He gave some fun examples to show how this framework works in real-world situations. For instance, imagine a listening comprehension task where students watch a video. The technology can be used to deliver the content (on a laptop or mobile device), while pedagogical strategies can be implemented through interactive questions that engage students and provide immediate feedback. The right tool can make the learning process more dynamic, fostering deeper understanding and promoting better outcomes.
Another example was task development, like creating a test to assess students’ knowledge of vocabulary. Here, technology helps identify high-frequency words using tools like vocabulary profilers or corpus tools, making assessments not just easier to create but also more aligned with the learning objectives.
- Avoiding Potential Pitfalls: Cultural and Social Effects
With the rise of technology in education, it’s essential to address the cultural and social effects that can arise. As Erik reminded us, technology doesn’t have a philosophy of teaching and learning—it’s the teachers and researchers who drive the theory behind its use. The goal is to ensure that technology always serves pedagogical principles, not the other way around.
One potential risk t is the digital divide—students with limited access to technology may be disadvantaged. Teachers need to be mindful of this when designing assessments and consider how technology can be used equitably. Whether it’s choosing tools that work across devices or ensuring that technology doesn’t distract from the learning process, it’s important to prioritize equity and inclusivity.
- Looking to the Future
Emerging technologies, such as AI-based proctoring, smart glasses, or any new tool which could revolutionize assessments in the future, should be carefully considered and integrated with pedagogical and assessment goals in mind. Technology, when chosen thoughtfully, can elevate the learning experience, just as long as it doesn’t overshadow the ultimate goal of helping students learn and grow. The key takeaway from Erik Voss’s presentation is clear; while technology can enhance assessment practices, it should never overshadow the core principles of good pedagogy. Teachers need to be intentional about how they integrate technology into their assessments, ensuring that it supports student learning, promotes meaningful feedback, and avoids any negative cultural or social impacts. As educators, it’s our job to stay mindful of these factors as we embrace the future of learning-oriented assessments. With the right balance of technology, pedagogy, and assessment knowledge, we can create a learning environment where technology empowers students rather than limits them. Let’s make sure that, as technology continues to evolve, it remains a tool for supporting high levels of student learning and thinking now and in the future.