Original Research
Technology Use in Classroom-Based Assessment for Young Learners: Teachers’ Practices and Perceptions
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The tools that teachers use to teach and assess their students have a significant impact on how they teach and how well their students learn. However, we need to know more about how primary school teachers utilize technology to assess in the classroom. To fill this gap, we conducted a study to investigate how teachers in seven countries—Brazil, China, Colombia, Ecuador, Japan, Taiwan, and Vietnam—utilize technology to assess students' proficiency in speaking and writing. A total of 142 teachers participated in an online survey to provide information about how they utilize technology to assess students' speaking and writing skills in the classroom, as well as the challenges they encounter. We selected 16 teachers to participate in one-on-one online interviews, allowing us to gain a deeper understanding of how technology is utilized in classroom assessments. The findings highlight the technology tools educators use to assess the speaking and writing skills of young language learners, how they use them, the features they like, and perceptions concerning the benefits and challenges of integrating technology into classroom assessments. We also provide suggestions on how to use technology assessment tools more effectively, tailored to young language learners, to enhance their classroom assessment practices.
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Keywords
Classroom Assessment; Teacher Perceptions; Technology-Enhanced Assessments; Technology Tools; Young Language Learners
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
Not applicable.
Funding
Not applicable.
CRediT Authorship Contribution Statement
Alexis A. López: Conceptualization, Methodology, Investigation, Formal Analysis, Writing – Original Draft, Writing – Reviewing and Editing.
Ching-Ni Hsieh: Conceptualization, Methodology, Investigation, Formal Analysis, Writing – Original Draft, Writing – Reviewing and Editing.
Generative AI Use Disclosure Statement
We used Grammarly to review and edit the manuscript. For more information on the extent and nature of AI usage, please contact the author.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
All participants provided informed consent before the study. This research adhered to the Declaration of Helsinki principles, and the protocol was approved by the ETS Committee for Prior Review of Research (IRB-FY2022-35).
Competing Interests
The authors declare that they have no competing interests.
Data Availability
The data supporting the findings of this study are available on request from the corresponding author due to ethical/privacy restrictions.