Assessment in the Digital Age

Introduction

In recent years, there has been a notable transformation in how modern learning experiences were structured to promote student-centered learning. This shift had been driven by a desire to enhance academic performance for all students, regardless of their individual needs or ability levels (Aytaç & Kula, 2020). Research, such as the study conducted by Radzali et al. in 2018, shed light on the impact of student-centered learning on students' academic performance. It had become increasingly evident that active student engagement in the learning process was crucial for improved learning outcomes (Radzali et al., 2018).

The digital revolution has recently advanced and profoundly influenced students' personal and academic lives. Nearly every learner then possessed at least one smart device and regularly used technology in various aspects of their lives. Consequently, integrating technology into the classroom became a more attainable and realistic goal (Tsybulsky & Levin, 2019). To meet the demands of that digital era, it became essential for students to take an active role in their learning. This perspective was supported by research, such as the work of Kaddoura and Al Husseiny in 2021, which underscored the significance of technology-enhanced learning tools like Nearpod in the educational landscape (Kaddoura & Al Husseiny, 2021a).

Transitioning from pedagogical to andragogical approaches in higher education and adapting teaching methodologies were essential (Kaddoura & Al Husseiny, 2021b). Assessment was pivotal in education, particularly in higher education, where university admissions became increasingly competitive and challenging. It had become evident that novel evaluation techniques significantly impacted learning, even when assessment varied in definition and purpose (Sudakova et al., 2022).

Prior research conducted during the pandemic indicated that the abrupt shift from traditional to online education had profoundly affected the student assessment and evaluation processes. Online assessments were found to pose more significant challenges for students than conventional exams. Hence, educators and educational institutions had to prioritize using valid, reliable, secure, and equitable assessment methods (Kaustar et al., 2022). The adoption of online evaluation methods has stirred mixed reactions among academics. Some proponents had argued that e-assessment offered advantages by enhancing ongoing and immediate feedback. In contrast, others had leaned towards the traditional examination style, which, although presenting specific challenges, had left less room for misconduct. Given the pandemic's impact on online exams and their increasing adoption, educators had to address these issues and explore the associated opportunities (Itani et al., 2022).

Utilizing Information and Communication Technology (ICT) within the classroom employing various approaches garnered significant attention from scholars, emerging as a vital component of the teaching and learning process. Incorporating information technology tools into classroom instruction has been instrumental in enhancing the quality of education across schools, colleges, and other educational institutions (Castro & Tumibay, 2021). Cloud-based technology has become increasingly prevalent and integrated into education, with rapid expansions in access, the emergence of technologically enabling applications, and the pervasive use of technology by “digital natives.” These factors significantly influenced attitudes toward active co-creation over passive participation and impacted the design of learning environments (McHaney, 2023).

Consequently, there was a growing expectation for higher levels of immersion and engagement among students. To keep pace with the exponential growth in access to technology, educators at all levels, including K -12 teachers, college professors, and administrators, need to be adequately equipped. Many of today's young learners have grown up using mobile devices, smartphones, computers, tablets, and as an inevitable daily routine (Al Husseiny, 2023a).