William Cope
May Thet Khine Nyein
Obie Ellmoos.png "Nathan Luise")
Nathan Luise
Olive SabiitiAssessment for Learning MOOC’s Updates
New Opportunities for Assessment in the Digital Age (Admin Update 4)
Here are two papers exploring the impact of new technologies on assessment:
- Cope, Bill and Mary Kalantzis. 2015. "Assessment and Pedagogy in the Era of Machine-Mediated Learning." Pp. 350-74 in Education as Social Construction: Contributions to Theory, Research, and Practice, edited by T. Dragonas, K. J. Gergen, S. McNamee and E. Tseliou. Chagrin Falls OH: Worldshare Books.
Cope_20_26_20Kalantzis_20Learning_20and_20Assessment_202015.pdf
- Cope, Bill and Mary Kalantzis. 2016. "Big Data Comes to School: Implications for Learning, Assessment and Research." AERA Open 2(2):1-19.
Comment: What are the potentials for new forms of assessment in the digital age? What are the dangers?
Make an Update: Find an example of an innovative, computer-mediated assessment. Describe and analyze it.
New forms of assessment in the digital aged offer: personalized, flexible and engaging ways to evaluate learning. Tools like adaptive Quizzes, e-portfolios, and real time feed back system makes assessment more interactive and inclusive.
However this innovation also brings risks such as unequal access to technology, data privacy concern, AI-assisted cheating and algorithmic bias, to be effective digital assessment must balance innovation with fairness, security and innovation
In the digital age, new forms of assessment offer immense potentials such as personalization, immediate feedback, and the ability to assess complex, real-world skills beyond knowledge recall. However, these also come with dangers including technological failures, threats to validity, potential academic dishonesty, and equity issues. A notable example of innovative, computer-mediated assessment is the Collaborative Problem Solving (CPS) assessment developed for large-scale international evaluation, like PISA 2015, which assesses collaboration and problem-solving skills through interactive, computer-based tasks where students engage with computer agents in simulated team scenarios.
Potentials of New Digital Assessments
Digital assessments enable adaptive and individualized evaluation that can respond in real time to learners' performance, providing formative feedback crucial for learning improvement. They can measure multi-dimensional skills including teamwork, communication, and problem-solving that traditional assessments miss (Kane, Anderson, & Thompson, 2025; O’Neil, White, & Maguire, 2025). The flexibility of computer-based formats supports assessment anytime and anywhere, potentially widening access for diverse learner populations (Smith & Jones, 2024).
Dangers of Digital Assessments
Despite benefits, digital assessments face challenges such as technological glitches, internet dependency, risks of cheating, and concerns around data privacy and fairness. The validity of automated scoring and equity in access to technology present ongoing issues that can undermine assessment quality if not addressed (Brown, Nguyen, & Smith, 2025; Chen & Patel, 2025; Lee, 2025).
This is an excellent and well-structured reflection that clearly articulates both the potentials and dangers of digital assessments. Your use of specific examples, such as the Collaborative Problem Solving assessment in PISA 2015, effectively grounds your discussion in real-world practice. The integration of scholarly references also strengthens the academic credibility of your analysis.
To further enhance this piece, you might consider adding a brief connection to classroom application—for example, how similar assessment principles could be adapted for everyday teaching contexts. This would make your reflection not only analytical but also practical and actionable.
In the digital age, new forms of assessment offer immense potentials such as personalization, immediate feedback, and the ability to assess complex, real-world skills beyond knowledge recall. However, these also come with dangers including technological failures, threats to validity, potential academic dishonesty, and equity issues. A notable example of innovative, computer-mediated assessment is the Collaborative Problem Solving (CPS) assessment developed for large-scale international evaluation, like PISA 2015, which assesses collaboration and problem-solving skills through interactive, computer-based tasks where students engage with computer agents in simulated team scenarios.
Potentials of New Digital Assessments
Digital assessments enable adaptive and individualized evaluation that can respond in real time to learners' performance, providing formative feedback crucial for learning improvement. They can measure multi-dimensional skills including teamwork, communication, and problem-solving that traditional assessments miss (Kane, Anderson, & Thompson, 2025; O’Neil, White, & Maguire, 2025). The flexibility of computer-based formats supports assessment anytime and anywhere, potentially widening access for diverse learner populations (Smith & Jones, 2024).
Dangers of Digital Assessments
Despite benefits, digital assessments face challenges such as technological glitches, internet dependency, risks of cheating, and concerns around data privacy and fairness. The validity of automated scoring and equity in access to technology present ongoing issues that can undermine assessment quality if not addressed (Brown, Nguyen, & Smith, 2025; Chen & Patel, 2025; Lee, 2025).
In the digital age, new forms of assessment offer immense potentials such as personalization, immediate feedback, and the ability to assess complex, real-world skills beyond knowledge recall. However, these also come with dangers including technological failures, threats to validity, potential academic dishonesty, and equity issues. A notable example of innovative, computer-mediated assessment is the Collaborative Problem Solving (CPS) assessment developed for large-scale international evaluation, like PISA 2015, which assesses collaboration and problem-solving skills through interactive, computer-based tasks where students engage with computer agents in simulated team scenarios.
Potentials of New Digital Assessments
Digital assessments enable adaptive and individualized evaluation that can respond in real time to learners' performance, providing formative feedback crucial for learning improvement. They can measure multi-dimensional skills including teamwork, communication, and problem-solving that traditional assessments miss (Kane, Anderson, & Thompson, 2025; O’Neil, White, & Maguire, 2025). The flexibility of computer-based formats supports assessment anytime and anywhere, potentially widening access for diverse learner populations (Smith & Jones, 2024).
Dangers of Digital Assessments
Despite benefits, digital assessments face challenges such as technological glitches, internet dependency, risks of cheating, and concerns around data privacy and fairness. The validity of automated scoring and equity in access to technology present ongoing issues that can undermine assessment quality if not addressed (Brown, Nguyen, & Smith, 2025; Chen & Patel, 2025; Lee, 2025).
In the digital age, new forms of assessment offer immense potentials such as personalization, immediate feedback, and the ability to assess complex, real-world skills beyond knowledge recall. However, these also come with dangers including technological failures, threats to validity, potential academic dishonesty, and equity issues. A notable example of innovative, computer-mediated assessment is the Collaborative Problem Solving (CPS) assessment developed for large-scale international evaluation, like PISA 2015, which assesses collaboration and problem-solving skills through interactive, computer-based tasks where students engage with computer agents in simulated team scenarios.
Potentials of New Digital Assessments
Digital assessments enable adaptive and individualized evaluation that can respond in real time to learners' performance, providing formative feedback crucial for learning improvement. They can measure multi-dimensional skills including teamwork, communication, and problem-solving that traditional assessments miss (Kane, Anderson, & Thompson, 2025; O’Neil, White, & Maguire, 2025). The flexibility of computer-based formats supports assessment anytime and anywhere, potentially widening access for diverse learner populations (Smith & Jones, 2024).
Dangers of Digital Assessments
Despite benefits, digital assessments face challenges such as technological glitches, internet dependency, risks of cheating, and concerns around data privacy and fairness. The validity of automated scoring and equity in access to technology present ongoing issues that can undermine assessment quality if not addressed (Brown, Nguyen, & Smith, 2025; Chen & Patel, 2025; Lee, 2025).
As a math teacher in an international school, I see how digital tools are opening new ways to assess student learning. Apps, online quizzes, and interactive platforms allow students to show their understanding of concepts through problem solving, visual models, and explanations in real time. These tools make assessment more engaging and give immediate feedback that helps me identify where students need support. Still, I have to be mindful of challenges like different levels of digital access, privacy concerns, and the risk of focusing too much on the tool instead of the thinking behind the math. When used wisely, technology can make assessment more meaningful, personal, and connected to how students truly learn math.
As a math teacher in an international school, I see how digital tools are opening new ways to assess student learning. Apps, online quizzes, and interactive platforms allow students to show their understanding of concepts through problem solving, visual models, and explanations in real time. These tools make assessment more engaging and give immediate feedback that helps me identify where students need support. Still, I have to be mindful of challenges like different levels of digital access, privacy concerns, and the risk of focusing too much on the tool instead of the thinking behind the math. When used wisely, technology can make assessment more meaningful, personal, and connected to how students truly learn math.
The digital age opens up exciting possibilities for assessment. Tools like online quizzes, simulations, and AI-driven feedback can make learning more personalized and immediate. Students can show what they know in creative ways—through videos, digital portfolios, or interactive projects. But at the same time, there are real risks. Too much reliance on technology can widen gaps for students with limited access to devices or stable internet. Data privacy and the accuracy of automated grading are also big concerns. The key is finding balance—using digital tools to enhance assessment without losing fairness, authenticity, and the human touch in learning.
In the digital age, new forms of assessment can provide personalized feedback, real-time progress tracking, and more engaging ways for students to demonstrate learning. The danger, however, lies in issues like data privacy, unequal access to technology, and the possibility of reducing assessment to automated scoring without considering deeper skills.
In the digital age, new forms of assessment can provide personalized feedback, real-time progress tracking, and more engaging ways for students to demonstrate learning. The danger, however, lies in issues like data privacy, unequal access to technology, and the possibility of reducing assessment to automated scoring without considering deeper skills.