Teachers' perceptions of integrating digital technologies into formative assessment: Evidence from a medical university in mainland China

Technology-mediated teaching and learning environments have been developing rapidly in the last decade, especially amid COVID-19. Formative assessment (FA), as an essential part of the teaching and learning process, has also been increasingly conducted with the support of digital technologies. Teachers are the main agents of integrating digital technologies into FA, and their practices are highly associated with their perceptions. However, our understanding of factors that impact teachers’ perceptions and practices regarding integrating digital technologies into FA is still limited. To optimize the implementation of FA, it is crucial to understand how teachers think about it, what challenges they face, and what support they need. A better understanding of teachers’ experiences can lay the ground for future improvement of technology-mediated FA in higher education. 

This chapter aims to explore teachers’ perceptions of integrating digital technology into FA in higher education using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The study adopts an exploratory qualitative approach in a medical university in Mainland China, with six participants. The findings can inform future research and offer suggestions for FA policies in higher education. Copyright © 2025 selection and editorial matter, Huixuan Xu; individual chapters, the contributors.