Exploring the Evolution of Assessment Identity when Infusing Technology into Educational Contexts

Abstract

Classroom assessment is an essential component of the current standards-based education system. However, with the increase in classroom technology and sudden shift to remote learning, educators must alter and adapt their assessment strategies, even if they feel unprepared or uncomfortable doing so. Using teacher assessment identity (Looney et al., 2018) as a conceptual framework, this study explored the assessment practices and evolving assessment identity of educators as they implemented assessment via technology. This study utilized a secondary analysis drawing upon a subset of data collected during a collaborative program evaluation and responded to the following questions: (1) How do teachers leverage assessment via technology in their teaching practice to support the evolution of their classroom assessment conceptualizations and practices? (2) What can be understood about teacher assessment identity as they work to integrate technology in their teaching practice and expand their classroom assessment practices? Data was analyzed using an inductive, deductive, and hybrid approach using a four-phase qualitative analysis procedure (Bengtsson, 2016). Findings from the inductive analysis noted that teachers supported their reconceptualization of assessment through expanded assessment practices, seeking professional development, and developing core competencies for 21st century learners. The deductive analysis highlighted the interconnected nature of the five dimensions of the teachers’ assessment identity framework and how these dimensions are informed and influenced by learning, catalyzed through reflection, collaboration, and a commitment to professional development. The findings and implications of this study are discussed in regard to research, practice, and policy to bolster an understanding of assessment, learning, and educational technology.