Exploring the Role of Technology in Formative Assessment in an International Baccalaureate Secondary School: Perspectives of Students and Teachers

Abstract

Although technology has been available in secondary school teaching and learning practices for some time, research suggests that teachers and students in some contexts have been slow to adopt and integrate technology in formative assessment and feedback processes. This presents a challenge to advancing pedagogy in the 21st century, since the use of technology in formative assessment and feedback by teachers during the learning process is increasingly regarded as instrumental in achieving improved outcomes for students. This study used a conceptual framework that blended affordance theory, the Technology Acceptance Model from information systems research, and constructivism as learning to explore this problem and the intersection between formative assessment and technologies to reveal students' and teachers' corresponding attitudes, perceptions, use and utilisation. A mixed methods research design comprised surveys, observations, and semi-structured interviews in a London, UK secondary school context. The study highlights changes and limitations in technological affordances and the amount of teacher and student involvement and autonomy arising from their utilisation. The study found disparities and variability in the utilisation and perception of technology-assisted formative assessment and feedback among participants and discipline groups. These disparities diminished the efficacy of the teachers in measuring student progress and evaluating teaching methods using the technology, while concurrently presenting obstacles to students gaining the support they require. Therefore, the study recommends that developers focus on subject-specialist pedagogy-based and teacher-led software, while continually updating and supporting technology systems integration with teaching and assessment. Moreover, teachers should receive discipline-appropriate technology-aided formative assessment and feedback training, and students should have a technological framework to guide them in receiving and responding to teachers’ formative assessment and feedback practices. Such a holistic application should be the next aim for more effectively integrating technology in the International Baccalaureate school education system.