Technology enhanced formative assessment for 21st century learning

J. Michael SPECTOR, Dirk IFENTHALER, Demetrios SAMPSON, Lan YANG, Evode MUKAMA, Amali WARUSAVITARANA, Kulari Lokuge DONA, Koos EICHHORN, Andrew FLUCK, Ronghuai HUANG, Susan BRIDGES, Jiingyan LU, Youqun REN, Xiaoqing GUI, Christopher C. DENEEN, Jonathan SAN DIEGO, David C. GIBSON

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This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group decided to focus primarily on formative assessment rather than summative assessment and high stakes testing. Formative assessments and feedback provide an important opportunity to support and enhance student learning. Recognizing shifts in education towards blended and online learning with problem-based and inquiry-based approaches led to considerations of technologies that could effectively support formative assessment and informative feedback to 21st century learners. The paper concludes with a summary of conclusions and recommendations of the working group to be taken up in subsequent efforts. Copyright © 2016 International Forum of Educational Technology & Society.
Original languageEnglish
Pages (from-to)58-71
JournalEducational Technology & Society
Issue number3
Publication statusPublished - Jul 2016


Spector, J. M., Ifenthaler, D., Sampson, D., Yang, L. J., Mukama, E., Warusavitarana, A., et al. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology & Society, 19(3), 58-71.


  • Formative assessment
  • Inquiry-based learning
  • Problem-based learning
  • Summative assessment
  • Technologies for assessment


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