THE UTILIZATION OF DIGITAL ASSESSMENT TECHNIQUES IN K-12 EDUCATION

Abstract

Lifelong learning is a crucial component of assessment, ensuring that students meet learning objectives and apply them in real-world situations that meet the needs of an increasingly urbanized society. In evaluating national education systems and comparing them with others, internal and external assessments are critically important, as summative as well as formative assessments help teachers adapt teaching practices according to what students need. As online and blended learning has evolved into dominant teaching pedagogies, digital assessment has become a necessity, instead of a prestigious style like it used to be. The current study sheds light on the effectiveness and reliability of digital assessment and to what extent it can reflect the learning performance of students. Furthermore, the study sheds light on integrating technology into education so that pupils can learn, share, and receive immediate feedback regardless of where they are. This study examines the persuasion and authenticity of digital assessment results in various learning environments as well as whether these methods reflect the intended learning outcomes. In addition, this study will discuss the teacher's role in creating effective digitized assessments and if those teachers receive efficacious training in this regard. Finally, the paper attempts to predict how digital assessments will evolve in non-traditional learning environments. To collect qualitative data, multiple ethnographic methods were used, including interviews with SLTs (school senior leadership teams) to discuss digital assessment's limitations and how to enhance it. In addition, two structured surveys were conducted among instructors and parents from various charter schools to collect relevant data. The study found that technology-based assessments boost students' adherence to learning, boost their motivation for learning, increase their self-regulation, lower costs for schools, and promote greater equity for the student learning process. Similarly, the current study elucidates some of the obstacles that might hamper the prosperity of digital assessments, such as physical distances between students and instructors, as well as insufficient time for data collection regarding student evaluations.