ABSTRACT
The increase in educational technology due to the COVID-19 pandemic required teachers to alter their assessment strategies. Having to pivot into a new learning environment was difficult, and conducting assessments posed additional challenges. This research, based on qualitative secondary analysis, used the substitution, augmentation, modification, and redefinition framework as a reflexive lens to explore how teachers leveraged technology to support their assessment practices. Data were collected in an Ontario school district where devices were provided to teachers and students in Grades 7 to 10, and teachers were invited to participate in an eight-week professional learning community to share lessons learned about assessment practices with technology. The research involved 61 teachers from 24 schools who shared their experiences through pre- and post-intervention surveys, discussion boards, and arts-informed data. The findings reveal the importance of fostering community in professional learning and expanding assessment practices, including student choice, meaningful feedback, differentiated instruction, and a learning culture. This study highlights the need for continual learning in the use of technology for assessment purposes, whether in person or online. Interweaving assessment and technology denotes the possibilities inherent in the ongoing learning about technology in the field of education.
