DALDIS is a three-year EU-funded Erasmus+ Project on Digital Assessment for Learning (2019–2022) involving five European countries. DALDIS is pilot testing a digital assessment for learning solution focused on Science and Modern Foreign Language Learning in years 5–9. Underpinned by the Study Quest technology, which is designed to drive students’ learning progression using well-designed question-sets and student feedback, DALDIS is built on the principle that formative assessment is one of the best methods to encourage student achievement. Although Assessment for Learning (AFL) using technology has great potential for learning, it is not widely used in Europe. As the project lead Ireland was responsible for the first adaptation of StudyQuest, known as JCQuest for its Junior Cycle science and French curriculum. Unexpectedly, the commencement of DALDIS coincided with school closures due to Covid-19 and this appears to have influenced the uptake in student usage of JCQuest to support online learning and exam preparation. This paper provides an insight into how students engaged with JCQuest, key usage patterns and types of devices used based on Google Analytics data during two crucial school closure periods during Ireland’s pandemic.

DALDIS 是一项为期三年、由欧盟资助的 Erasmus+ 学习数字评估项目（2019-2022），涉及五个欧洲国家。DALDIS 正在试点测试针对 5-9 年级科学和现代外语学习的学习解决方案的数字评估。在 Study Quest 技术的支持下，该技术旨在使用精心设计的问题集和学生反馈来推动学生的学习进步，DALDIS 的基础是形成性评估是鼓励学生取得成就的最佳方法之一。尽管使用技术的学习评估（AFL）具有很大的学习潜力，但它在欧洲并未得到广泛应用。作为项目的负责人，爱尔兰负责对 StudyQuest 进行首次改编，因其 Junior Cycle 科学和法语课程而被称为 JCQuest。不料，DALDIS 的开始恰逢因 Covid-19 而关闭学校，这似乎影响了学生使用 JCQuest 来支持在线学习和考试准备的情况。本文深入分析了学生在爱尔兰大流行期间两个关键的学校停课期间如何使用 JCQuest、关键使用模式和基于 Google Analytics 数据使用的设备类型。