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All Journal Indonesian Journal of Innovative Teaching and Learning Jurnal Indonesia Pendidikan Profesi Guru
Okafor, Josephine Obiageli
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Education

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The Role of Digital Tools in Assessment and Their Impact on Educational Practices Okafor, Josephine Obiageli
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 1 (2025): Indonesian Journal of Innovative Teaching and Learning, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i1.202

Abstract

Background: The rapid advancement of technology in the 21st century has significantly influenced various aspects of education, particularly in assessment practices. Traditional assessment methods, often limited by time and scope, are increasingly being supplemented or even replaced by innovative digital tools that offer greater flexibility, accessibility, and interactivity. Objective: This study explores the role of digital tools in assessment and their impact on educational practices, focusing on how they transform traditional methods and enhance learning outcomes. Method: The study examines key technologies such as LMS, online quizzes, e-portfolios, and AI, emphasizing their role in personalized learning, real-time feedback, and data-driven decision-making. Result: Digital tools improve efficiency and student engagement while reshaping assessment practices, shifting from summative to formative approaches, and fostering collaboration among educators, administrators, and EdTech developers. Conclusion: While digital tools offer numerous benefits, challenges such as equity, data privacy, and technology dependence must be addressed. The responsible use of these tools is crucial for maximizing positive outcomes. Contribution: This study provides insights into the evolving landscape of digital assessment, highlighting future trends such as AI, gamification, and blockchain, and their potential to further transform education.
The Exploration of Psychometric Models in Teachers Performance Evaluation Okafor, Josephine Obiageli
Jurnal Indonesia Pendidikan Profesi Guru Vol. 2 No. 2 (2025): Jurnal Indonesia Pendidikan Profesi Guru, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v2i2.259

Abstract

Background: Teacher performance evaluation plays a vital role in improving educational quality. However, achieving accuracy, fairness, and effectiveness in such evaluations remains a challenge. Psychometric models offer promising tools to enhance the validity and reliability of teacher assessments. Objective: This study aims to explore the application of psychometric models in evaluating teacher performance and to investigate how these models can improve the overall assessment process. Method: The research involves an in-depth analysis of key psychometric models, including Classical Test Theory (CTT), Item Response Theory (IRT), Generalizability Theory (GT), Structural Equation Modeling (SEM), and Multilevel Modeling (MLM). The integration of these models into teacher evaluation systems is critically examined. Result: Findings indicate that each model offers unique advantages for improving assessment accuracy and reliability. However, limitations such as potential biases, data interpretation challenges, and ethical concerns must be carefully addressed. Contextual factors such as teacher characteristics, institutional policies, and opportunities for professional development significantly affect the outcomes of psychometric-based evaluations. Conclusion: Psychometric models can strengthen teacher evaluation systems when applied thoughtfully and ethically. Their effective use requires alignment with institutional goals and attention to contextual influences. Contribution: This study contributes to the field of educational assessment by synthesizing current knowledge on psychometric models and offering insights into their practical, ethical, and policy-related implications in the context of teacher performance evaluation.
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