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A Systematic Review of Teacher Prerequisites for Integrating Technology-Supported Formative Assessment in K-12 STEM Education

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Title: A Systematic Review of Teacher Prerequisites for Integrating Technology-Supported Formative Assessment in K-12 STEM Education
Language: English
Authors: Xiru Huang, Haozhe Jiang (ORCID 0000-0002-7870-0993), Wenye Zhou, Ritesh Chugh (ORCID 0000-0003-0061-7206)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: STEM Education, Elementary Secondary Education, Technology Integration, Formative Evaluation, Prerequisites, Teaching Methods, Teacher Characteristics
DOI: 10.1111/ejed.70474
ISSN: 0141-8211
1465-3435
Abstract: As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K-12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology-supported formative assessment in STEM classrooms. This study conducted a systematic review, in which the educational settings, teaching subjects, research methodologies, technology types, and teacher prerequisites were coded and analysed. The review revealed that the number of articles focusing on junior high education exceeded those on primary and senior high education. Science and mathematics were the most frequently researched subjects, with very few studies exploring integrated STEM teaching. Qualitative and mixed-method approaches dominated the research methodologies. Both hardware, such as interactive whiteboards, and software tools, such as Math-Mapper, were identified as essential components facilitating formative assessments, with a trend toward their combined use to enhance classroom interaction and provide more effective student feedback. The findings also highlight 16 teacher prerequisites for effective technology-supported formative assessment in STEM education, which are organised into three overarching categories: knowledge and skill factors, social factors, and psychological factors, echoing classifications found in prior research. This review provides actionable insights and recommendations to inform STEM teacher professional development programs and contributes to the broader discourse on technology integration in STEM education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497773
Database: ERIC
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  Data: A Systematic Review of Teacher Prerequisites for Integrating Technology-Supported Formative Assessment in K-12 STEM Education
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  Data: <searchLink fieldCode="AR" term="%22Xiru+Huang%22">Xiru Huang</searchLink><br /><searchLink fieldCode="AR" term="%22Haozhe+Jiang%22">Haozhe Jiang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7870-0993">0000-0002-7870-0993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wenye+Zhou%22">Wenye Zhou</searchLink><br /><searchLink fieldCode="AR" term="%22Ritesh+Chugh%22">Ritesh Chugh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0061-7206">0000-0003-0061-7206</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Prerequisites%22">Prerequisites</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: 10.1111/ejed.70474
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  Data: As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K-12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology-supported formative assessment in STEM classrooms. This study conducted a systematic review, in which the educational settings, teaching subjects, research methodologies, technology types, and teacher prerequisites were coded and analysed. The review revealed that the number of articles focusing on junior high education exceeded those on primary and senior high education. Science and mathematics were the most frequently researched subjects, with very few studies exploring integrated STEM teaching. Qualitative and mixed-method approaches dominated the research methodologies. Both hardware, such as interactive whiteboards, and software tools, such as Math-Mapper, were identified as essential components facilitating formative assessments, with a trend toward their combined use to enhance classroom interaction and provide more effective student feedback. The findings also highlight 16 teacher prerequisites for effective technology-supported formative assessment in STEM education, which are organised into three overarching categories: knowledge and skill factors, social factors, and psychological factors, echoing classifications found in prior research. This review provides actionable insights and recommendations to inform STEM teacher professional development programs and contributes to the broader discourse on technology integration in STEM education.
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