Assessment in K-12 Digital Learning Contexts
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| Title: | Assessment in K-12 Digital Learning Contexts |
|---|---|
| Language: | English |
| Authors: | Cecil Short, Tani Sapp, Samaa Haniya |
| Source: | Journal of Online Learning Research. 2026 12(1):97-119. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Educational Technology, Test Validity, Test Reliability, Educational Assessment, Feedback (Response), Student Evaluation, Synchronous Communication, Asynchronous Communication, Students with Disabilities, English Learners, Repetition, Required Courses, Academic Persistence, Validity, Computer Assisted Testing, Reliability, Decision Making, Program Evaluation, Standardized Tests |
| ISSN: | 2374-1473 |
| Abstract: | While future research of K-12 assessment will no doubt concern itself with the impact of AI, there are specific assessment questions that need to be addressed outside of AI in K-12 digital learning settings. The six questions provided in this article highlight the importance of considering several themes when conducting research focused on assessment in K-12 digital learning settings. The article suggests actionable research-based foundations for each research question, highlighting what is known regarding assessment in K-12 digital settings and suggesting future directions for research. Research foundations for each question are described thematically across five themes. The five themes focus on understanding test validity, reliability, and fairness across the domains of multi-modality, instruction, system design, serving special populations, and providing accurate and usable standardized assessment measures. Research based on this agenda can foster a period of K-12 virtual scholarship that provides reform and revision for K-12 digital learning assessment that makes learning more valid, reliable, and fair for K-12 digital students. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1513764 |
| Database: | ERIC |
| Abstract: | While future research of K-12 assessment will no doubt concern itself with the impact of AI, there are specific assessment questions that need to be addressed outside of AI in K-12 digital learning settings. The six questions provided in this article highlight the importance of considering several themes when conducting research focused on assessment in K-12 digital learning settings. The article suggests actionable research-based foundations for each research question, highlighting what is known regarding assessment in K-12 digital settings and suggesting future directions for research. Research foundations for each question are described thematically across five themes. The five themes focus on understanding test validity, reliability, and fairness across the domains of multi-modality, instruction, system design, serving special populations, and providing accurate and usable standardized assessment measures. Research based on this agenda can foster a period of K-12 virtual scholarship that provides reform and revision for K-12 digital learning assessment that makes learning more valid, reliable, and fair for K-12 digital students. |
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| ISSN: | 2374-1473 |
