[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-621081-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-621081-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","student-perceptions-of-technology-in-assessment","Student perceptions of technology in assessment","","Student perceptions of educational technology in high-stakes summative assessment were examined through focus groups with 14 learners aged 16–18 in England who had recently taken, or were scheduled to take, GCSE examinations in paper format. Using thematic analysis of transcribed discussion, the study identified three core themes: views on on-screen assessments, perceived roles of artificial intelligence in assessment design, and effects of June 2020 Covid-19 school closures on learning and assessment, including differences in access and limitations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-perceptions-of-technology-in-assessment/621081/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-perceptions-of-technology-in-assessment/621081.png","ImageObject",300,407,{"name":42,"@type":43},"Sarah ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study’s main purpose regarding technology and assessment?","Question",{"text":63,"@type":64},"The study examined students’ perceptions of how educational technology could be integrated into high-stakes summative assessment, including both on-screen examinations and artificial intelligence.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Who participated, and what assessments were they connected to?",{"text":68,"@type":64},"Fourteen students aged 16–18 in England participated; they had recently taken or were due to take high-stakes GCSE assessments in paper format.",{"name":70,"@type":61,"acceptedAnswer":71},"What themes emerged from the focus groups?",{"text":72,"@type":64},"The thematic analysis identified three main themes: students’ views on on-screen assessments, potential use of AI in assessments, and the impact of Covid-19 school closures on learning and assessment, alongside related subthemes about access and technological limitations.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},621081,1792589807,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Student perceptions of technology in assessment  \nKaty Finch and Tom Dunn  \nAbstract  \nThe influence of the ‘student voice’ in education has been growing over recent years, yet still remains in its infancy within high-stakes summative assessment. Simultaneously, the use of technology in the classroom and beyond continues to be promoted (DfE, 2019) , with many students now accustomed to various forms of technological pedagogy. As these changes begin to filter into the administration of assessments, it seems appropriate to ensure that the student voice is heard in this area and student perceptions of these changes are captured. This research focuses on students (n = 14; age 16–18 years) in England who have recently taken, or were due to take, high-stakes GCSE assessments in paper format. Through focus groups, we explore the students’ perceptions of how educational technology such as on-screen examinations and artificial intelligence (AI) could be integrated into the assessment process. A thematic analysis of the transcribed data (Braun & Clarke, 2006) captured three main themes: student views on the use of on-screen assessments; the potential use of AI in assessments; and, due to the timing of the focus groups in June 2020, the impact of the Covid-19 school closures on learning and assessment. Further subthemes included the disparity in student experience and access to resources as well as the impact of technological limitations and subject suitability on the involvement of technology in high-stakes assessment.  \nIntroduction  \nOver recent decades, there has been increased focus on the use of technology as a pedagogical tool (Wastiau, et al. , 2013; Buckner & Kim, 2014; DfE, 2019) , which has led to greater attention on its potential use within high-stakes assessment (Ridgway et al. , 2004; Crisp & Shaw, 2020) . The recent Covid-19 school closures of 2020 have also pushed technology to the fore of many educational agendas (Burgess & Sievertsen, 2020) . The voices of key stakeholders in the assessment process can give useful insight into the impact of this shift towards technologically anchored practices. As students are the end users of such practices, their voice is particularly crucial. Previous literature, presented below , supports the prominent positioning of student voices in education and educational assessment, and highlights the impact technology can have on the overall student experience. However, it also illustrates that work that focuses specifically on student perceptions of the use of technology in summative assessments within compulsory education is still in its infancy. This exploratory, qualitative study aims to offer initial insight into this domain by engaging with students who are currently attending school or further education settings and explore their recent experiences of technology in education. Secondly, the study aims to gauge student views on how technology could be used in high-stakes assessment. Therefore, this paper looks to answer the following two research questions:  \nRQ1 : What are students’ experiences of using technology for learning and assessments?  \nRQ2: How do students perceive the potential use of technology in high-stakes assessments?  \nBackground  \nStudent voice in education  \nOver recent decades , increasing attention has been paid to the specific views and perspectives of young people regarding their education (Cook-Sather, 2006) . The aim of gauging the ‘student voice’within education and educational research is to ensure that students themselves can help shape their own learning and be agents of change within schools (Fielding, 2001) . In the late 20th century, there were initial efforts to counter the traditional authoritative structure of education that often ‘silenced’ the voices of the student population (Erickson & Schultz, 1992) . However, it became clear that allowing students to have a voice was only part of the solution for creating active student participation in educatio","cbCaiaHwv3eR4ZT1","https://ap.wps.com/l/cbCaiaHwv3eR4ZT1","pdf",495197,26,"English","# Introduction\n# Background\n## Student voice in education\n## Student voice in high-stakes assessment","[{\"question\":\"What was the study’s main purpose regarding technology and assessment?\",\"answer\":\"The study examined students’ perceptions of how educational technology could be integrated into high-stakes summative assessment, including both on-screen examinations and artificial intelligence.\"},{\"question\":\"Who participated, and what assessments were they connected to?\",\"answer\":\"Fourteen students aged 16–18 in England participated; they had recently taken or were due to take high-stakes GCSE assessments in paper format.\"},{\"question\":\"What themes emerged from the focus groups?\",\"answer\":\"The thematic analysis identified three main themes: students’ views on on-screen assessments, potential use of AI in assessments, and the impact of Covid-19 school closures on learning and assessment, alongside related subthemes about access and technological limitations.\"}]","Student perceptions of technology in assessment | PDF",1792464934,66]