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Vol.14, No.1, February 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Digital Technology in Classroom Assessment: A Bibliometric Study
Najdah Sanusi, Hafizhah Zulkifli, Mohd Isa Hamzah
© 2025 Hafizhah Zulkifli, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 1, Pages 551-561, ISSN 2217-8309, DOI: 10.18421/TEM141-49, February 2025.
Received: 05 July 2024. Revised: 10 December 2024.
Abstract:
This study examines how digital technology affects classroom evaluation using bibliometrics. The research addresses a gap in the systematic analysis of academic publications on this topic, focusing on the evolution and impact of digital technologies on classroom assessment practices. The study uses data from leading databases such as Scopus from 2000 to 2023, identifying influential works, authors, and emerging trends. The findings show a significant increase in research activity in this area, with a 150% increase in related publications since 2010. In particular, the development and use of innovative digital assessment tools, such as game-based assessment and learning analytics, have emerged as key trends. These technologies are reshaping the way educators assess student performance, offering new possibilities for feedback and learning analysis. However, challenges related to equity, access, and teacher training persist. This study highlights the growing importance of digital technology in classroom assessment, signalling a shift towards more interactive, personalized, and data-driven assessment methods. It also identifies critical areas for future research, including equitable technology implementation and comprehensive training programs for educators. Based on the theoretical framework of Assessment for Learning, this study shows how digital technology can improve formative assessment practices. Future research should investigate the sustained effectiveness of digital assessment tools and explore strategies for bridging the digital divide in classroom assessment.
Keywords – Digital, technology, classroom assessment, bibliometric analysis. |
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