Teachers’ Competencies in Effective Technology-Enabled Assessment for Holistic Development of Students

Abstract

The 21st century has witnessed a profound transformation in education with the integration of technology-enabled assessment. This study aims to identify the key competencies that teachers require for effective technology-enabled assessment for the holistic development of students at the secondary level of school education. A descriptive survey method was used for collecting data from 60 secondary school teachers in Suti, Murshidabad, West Bengal, through a self-constructed 5-point scale. The results highlight significant gaps in teachers’ digital literacy, with a lack of formal training in educational software and applications and familiarity with learning management systems and online platforms for assessments. Teachers also face challenges in analyzing and interpreting assessment data, leading to difficulties in providing personalized feedback and adapting instructional methods. The study underscores the urgent need for teacher training and professional development programmes, specifically targeting digital literacy, data analysis, and the design of innovative assessments. Ethical considerations, including data privacy and the promotion of digital citizenship, are also identified as critical issues that require attention. By addressing these competencies, teachers can effectively implement the potential of technology-enabled assessments, foster vital skills in students and prepare them for success in the digital age. Ultimately, this study emphasizes the importance of empowering teachers to become agents of change through the development of their competencies, which can guide students towards becoming well-rounded and adaptable individuals in the ever-evolving digital world.