Abstract

This study was conducted on the purposes and features of assessment supported by digital technologies in secondary education during the COVID-19 period in Catalonia (Spain), based on data collected through 274 questionnaires completed by teachers. The results show, on the one hand, an intention to improve, which is closely aligned with assessment for learning, and suggest a connection to teachers’ assessment literacy, while, on the other hand, the main feature of good assessment practice was the possibility of using it for providing feedback. Teachers who had assessment training before the lockdown seem closer to strategies of formative assessment than those who completed their training during the pandemic. According to 42% of the respondents, the primary reason why online assessment practices have not been sustained over time is the lack of adequate training. Finally, digital tools seem to be aligned with their assessment conception. Those who are close to accountability purposes seem to use digital tools for keeping and managing data (82.2%). These findings highlight both the potential and the limitations of technology-supported assessment and underscore the need for more pedagogically grounded professional development. The implications of assessment practices are outlined.