Evolving our Understanding of Technology-Integrated Assessment

A Review of the Literature and Development of a New Framework

Abstract

In this paper, we review the literature on technology in assessment in higher education and compare how the literature aligns with the assessment in a digital world framework (Bearman et al., 2022). We found themes in the literature that were not present in the framework (e.g., academic integrity and faculty workload) and constructs in the framework not evident in the literature (e.g., future self and future activities). Additionally, we consider other gaps in both the framework and the literature evident in day-to-day practices and government legislation or mandates, such as considering legal or ethical aspects of duty of care and the integration of Indigenous worldviews. We then developed the technology-integrated assessment framework to help instructors and administrators consider a broader range of constructs when planning assessment strategies in technology-integrated learning environments and to serve as a basis for further investigation into how the different constructs within the framework contribute to how we design, implement, and teach about assessment in digital learning environments today. We present an introduction of this technology-integrated assessment framework and discuss future research goals and opportunities.