Exploring Exploring the Use of ICT Tools in Formative and Summative Assessment Practices in Afghan Primary Schools

Abstract

This research examines the application of information and communication technology (ICT) in formative and summative assessment methodologies within Afghan primary schools. Utilizing a convergent mixed-methods methodology, the study integrated quantitative data from 40 teacher surveys with qualitative insights from four semi-structured interviews conducted in public and private schools in Kabul and Badakhshan provinces. The results reveal significant disparities in how public and private schools use and access ICT. Private school instructors said they used tools like WhatsApp and Google Forms more often because their schools had better infrastructure. On the other hand, many public-school teachers didn't have access to even the most basic digital tools because of problems, including unstable energy, slow internet connections, and a lack of institutional support. Even with these problems, most instructors, no matter what kind of school they worked at, said they were hopeful that ICT might make assessments more accurate, efficient, and interesting for students. The report underscores the pressing necessity for focused interventions, encompassing professional development, infrastructural investment, and localized digital content. It gives policymakers, educational leaders, and NGOs evidence-based suggestions on how to make ICT-supported assessment procedures more accessible to all students in Afghan primary schools.