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Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development
KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.ORCID iD: 0000-0002-8543-3774
Department of Computer and System Sciences Stockholm University Stockholm Sweden.
KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.ORCID iD: 0000-0002-9984-6561
Department of Computer and System Sciences Stockholm University Stockholm Sweden.
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2024 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535Article in journal (Refereed) Published
Abstract [en]

Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment. 

Place, publisher, year, edition, pages
Wiley , 2024.
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Pedagogy
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URN: urn:nbn:se:kth:diva-346257DOI: 10.1111/bjet.13462Scopus ID: 2-s2.0-85189638407OAI: oai:DiVA.org:kth-346257DiVA, id: diva2:1857021
Note

QC 20240514

Available from: 2024-05-09 Created: 2024-05-09 Last updated: 2024-05-14Bibliographically approved

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Viberg, OlgaHrastinski, StefanLilliesköld, Joakim

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  • apa
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