Section Introduction: Using Information Technology for Assessment: Issues and Opportunities

  • Mary Webb
  • Dirk Ifenthaler
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


Use of IT-enabled assessments has been increasing rapidly, as they offer promise of cheaper ways of delivering and marking assessments as well as access to vast amounts of assessment data from which a wide range of judgments might be made about students, teachers, schools, and education systems. In many countries, in recent years, a renewed focus on assessments to support learning has been pushing against the burgeoning of testing for accountability (Black 2015; Shute et al. 2016), which in some countries renders effective formative assessment practices almost impossible (Black 2015). Thus, a key challenge for IT-enabled assessment is to support a move toward IT-based assessment that can serve learners’ needs as well as the broader needs of education for evaluation of institutions and systems (Webb et al. 2013).


IT-enabled assessment Analytics Formative assessment Automated assessment 


  1. Black, P. (2015). Formative assessment – an optimistic but incomplete vision. Assessment in education: Principles, policy & practice, 22(1), 161–177. Scholar
  2. Gibson, D. C., & Ifenthaler, D. (2017). Preparing the next generation of education researchers for big data in higher education. In B. Kei Daniel (Ed.), Big data and learning analytics: Current theory and practice in higher education (pp. 29–42). New York: Springer.CrossRefGoogle Scholar
  3. Ifenthaler, D. (2014). Toward automated computer-based visualization and assessment of team-based performance. Journal of Educational Psychology, 106(3), 651–665. Scholar
  4. Ifenthaler, D., & Tracey, M. W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: Implications for the field of educational technology. Educational Technology Research and Development, 64(5), 877–880. Scholar
  5. Shute, V. J., Leighton, J. P., Jang, E. E., & Chu, M.-W. (2016). Advances in the science of assessment. Educational Assessment, 21(1), 34–59. Scholar
  6. Webb, M. E., & Gibson, D. C. (2015). Technology enhanced assessment in complex collaborative settings. Education and Information Technologies, 20(4), 675–695. Scholar
  7. Webb, M. E., Gibson, D. C., & Forkosh-Baruch, A. (2013). Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning, 29(5), 451–462. Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.King’s College LondonLondonUK
  2. 2.University of MannheimMannheimGermany
  3. 3.Curtin UniversityPerthAustralia

Section editors and affiliations

  • Mary Webb
    • 1
  • Dirk Ifenthaler
    • 2
  1. 1.King’s College LondonLondonUK
  2. 2.University of MannheimMannheimGermany

Personalised recommendations