Technology-Enabled Assessment: Enhancing Formative Assessment in British Curriculum Schools in the UAE

Abstract

Assessment is vital as it support student learning and informing instructional practice. The increasing integration of digital technologies and artificial intelligence (AI) in education has created new opportunities to strengthen formative assessment in contemporary educational settings. This conceptual literature review examines the potential of technology-enabled assessment to enhance formative assessment practices in British curriculum schools situated in the United Arab Emirates (UAE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study synthesizes contemporary research on learning analytics, AI-supported feedback, and digital assessment to assess their contributions to personalized learning, data-driven instructional decisions, and the enhancement of teacher effectiveness. The review also considers significant challenges, including ethical concerns, academic integrity, teacher autonomy, data privacy, and equitable access to technology. The findings suggest that the successful implementation of technology-enabled assessment necessitates a balance between technological advancements and sound pedagogical practices, human oversight, and continuous professional development. The paper concludes with practical recommendations for educators and school leaders seeking to integrate AI-enabled assessment in a manner that fosters meaningful learning while maintaining ethical and educational standards in British curriculum schools in the UAE.