ABSTRACT
This chapter provides a survey of the landscape of digitally based classroom assessment practices. It aims to explore readers at a high level to a variety of ways in which digital technologies can be applied to support assessment in the classroom. The chapter identifies issues of equity and privacy that must be considered when applying technology to support classroom assessment. It also explores at a high level a variety of ways in which technology can be employed to collect evidence to support both formal and informal assessment. Formative assessment references a specific task employed to collect information about student learning, the intent of which is to be used to inform instruction. Assessment of student understanding has focused on the products students produce in response to a given assessment activity. The Diagnostic Algebra Assessment project set out to develop a comprehensive online assessment and instruction system that contains several key features.
