Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour

Abstract

There is a global trend in the increased adoption of e‐assessment in school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom‐based e‐assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e‐assessment practices underpinned by the theory of planned behaviour (TPB). A large‐scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e‐assessment and perceived behavioural control of it were the two strongest factors predicting their e‐assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises. The impact of perceived behavioural control was consistent across the three types of e‐assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e‐assessment at the classroom level.Practitioner notesWhat is already known about this topic E‐assessment has the potential to influence learning. E‐assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e‐assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e‐tests or exercises than alternative e‐assessment tasks and e‐feedback in their daily teaching. Teachers' intentions outweighed perceived behavioural control in determining their use of alternative e‐assessment tasks and e‐feedback, but this reversed for e‐tests/exercises. Teachers' attitudes significantly influenced their intentions to use alternative e‐assessment tasks, while subject norms primarily predicted their intentions to use e‐feedback. Implications for practice and/or policy Teachers' intentions of using alternative e‐assessment and e‐feedback should be increased to enhance their usage in the classroom. Teachers' e‐assessment literacy should be developed to enable them to integrate e‐assessment into their daily instruction.