A Meta-Synthesis Study on the Use of E-Assessment Tools in Education
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| Title: | A Meta-Synthesis Study on the Use of E-Assessment Tools in Education |
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| Language: | English |
| Authors: | Elif Tuna Pusa (ORCID |
| Source: | SAGE Open. 2025 15(3). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Student Evaluation, Portfolio Assessment, Electronic Publishing, Computer Assisted Testing, Learning Management Systems, Evaluation Problems, Web 2.0 Technologies, Computer Simulation, Computer Assisted Instruction, Social Media, Electronic Learning, Computer Uses in Education |
| DOI: | 10.1177/21582440251360495 |
| ISSN: | 2158-2440 |
| Abstract: | This meta-synthesis study examines the use of digital assessment tools in education, focusing on their prevalence, benefits, limitations, and recommendations for effective integration into teaching processes. Based on 41 empirical studies published between December 2012 and January 2023, this study follows the thematic synthesis approach proposed. Studies were selected using defined inclusion criteria from ERIC, Scopus, and ISI Web of Knowledge databases. A coding process was conducted independently by two researchers, and thematic categories were derived through consensus and cross-validation. The synthesis identified frequently used tools such as e-portfolios, web-based systems, and LMS platforms. Findings indicate that while digital tools provide personalized feedback and facilitate learner autonomy, they face limitations such as technical constraints and limited capacity for assessing higher-order thinking skills. This study concludes that addressing these challenges is essential for realizing the full potential of e-assessment in education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486921 |
| Database: | ERIC |
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| Abstract: | This meta-synthesis study examines the use of digital assessment tools in education, focusing on their prevalence, benefits, limitations, and recommendations for effective integration into teaching processes. Based on 41 empirical studies published between December 2012 and January 2023, this study follows the thematic synthesis approach proposed. Studies were selected using defined inclusion criteria from ERIC, Scopus, and ISI Web of Knowledge databases. A coding process was conducted independently by two researchers, and thematic categories were derived through consensus and cross-validation. The synthesis identified frequently used tools such as e-portfolios, web-based systems, and LMS platforms. Findings indicate that while digital tools provide personalized feedback and facilitate learner autonomy, they face limitations such as technical constraints and limited capacity for assessing higher-order thinking skills. This study concludes that addressing these challenges is essential for realizing the full potential of e-assessment in education. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251360495 |
