Week 10: Assessment and Digital Technologies

Week 10 Reading: What do you think is the biggest challenge for you when you are designing an assessment task that uses technology?

The biggest challenge I face when designing assessment tasks that use digital technology is ensuring that technology meaningfully enhances learning and assessment, rather than becoming a distraction or an additional burden for students. As an early-career Food Technology teacher, it can be difficult to strike a balance between assessing curriculum knowledge and skills while managing students’ varying levels of digital confidence and access.

Wilson et al. (2017) highlight that while digital media has strong potential to support authentic and multimodal assessment, it must be carefully aligned with learning outcomes to avoid superficial engagement in practical-based subjects such as Food Technology, assessment tasks must accurately capture students’ understanding of food safety, sensory analysis, and practical skills. Designing digital assessments that reflect these hands-on competencies, while remaining fair and valid, present a significant challenge.

Additionally, Timmis et al. (2016) emphasise the risks associated with digital assessment, including issues of equity, reliability and student distraction. In my context, challenges such as uncharged devices, off-task behaviour and varying levels of student motivation can affect the consistency and quality of assessment evidence collected through technology. These factors require careful planning, clear expectations and structured scaffolding to ensure assessment remains rigorous and inclusive.

Ultimately, the challenge lies in designing assessment tasks where technology supports deeper thinking, reflection and communication, rather than simply digitising traditional tasks. As my teacher experience develops, I aim to refine my assessment design by selecting technologies that enhance authenticity and provide meaningful feedback while remaining accessible and purposeful for all learners.

References:

Wilson, D. (2017). Digital media in today’s classrooms : the potential for meaningful teaching, learning, and assessment (J. Sikora & K. Alaniz, Eds). Rowman & Littlefield.

Timmis, S., & Oldfield, A. (2016). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215