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Recent years have witnessed great shifts in instructional practices which have, in turn, influenced assessment practices. Among these shifts are switching from computer-assisted to mobile-assisted, from face-to-face to online, and from product- to process-oriented learning. By virtue of the anytime-anywhere-anyhow nature of online and mobile-assisted learning, assessment is no longer restricted to a specific time, place, tool, or method. Additionally, the shift from product- to process-oriented learning has prompted teachers to assess the processes beyond learning, not merely the final finished products. This, in turn, has entailed the prioritization of ongoing formative over final summative assessment methods.
Today’s students, widely referred to as “digital natives” (a term coined by Prensky, 2001), are already accustomed and well-equipped to dealing with the various digital tools. This has prompted educators, supported by the plethora of user-friendly online assessment tools/apps and availability of low-cost high-tech hardware, to experiment and look for alternatives, or even additional, ways to assess students in safer and low-risk contexts. Furthermore, in recent pandemic conditions, this shift to digitized and online assessment has not been a matter of choice, but rather an obligation. This raises the following questions: Are teachers ready for this transfer? Will their perceptions and assessment preferences change to be in line with these concurrent shifts?