This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.

中文翻译：

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转型在哪里？释放技术增强评估的潜力

这项研究提供了对不同高等教育环境中技术增强评估 (TEA) 的见解。在高等教育中使用技术进行评估的有效性仍然模棱两可，特别是在学生学习改善的证据方面。这项实证研究探讨了技术为改变学生学习的评估提供的可供性。在分析调查工具的指导下，系统的文献综述被用来识别和询问最近发表在 19 种国际期刊上的学术文章。在总共 1713 篇文章中，有 139 篇被确定为侧重于使用技术进行评估。分析工具引导了对有关所用技术类型、教育目标、评估类型、以及技术提供的“转化”程度。结果表明，在调查的样本中，TEA 最常用于形成性同伴学习，作为评估周期的任务设计和反馈阶段的一部分，而社交媒体一直是这方面的主要支持。讨论结果的目的是在高等教育中围绕 TEA 培养未来的探究和学术文化。