Prerequisites for teachers’ technology use in formative assessment practices: A systematic review

Abstract

While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand how teachers use digital tools in formative assessment and with what result, we conducted a systematic review of teachers' technology use in formative assessment practices in primary and secondary education. Systematic searches identified 22 relevant articles that are included in the review. We found unclear definitions of formative assessment across studies and document challenges teachers encounter when they use technology for formative assessment purposes. We conclude with three prerequisites for teachers' successful technology use in formative assessment practices: 1) clear definitions of formative assessment, 2) alignment between digital tools and pedagogical practice, and 3) data literacy to examine and interpret information and use this to improve students’ learning. The review also documents knowledge gaps in current research.