THE USE OF DIGITAL TECHNOLOGIES IN EDUCATIONAL ASSESSMENT

Abstract

This article aimed to analyze the use of digital technologies in educational assessment, highlighting their contributions, challenges, and pedagogical implications in the context of contemporary schooling. Methodologically, it is a bibliographic research with a qualitative approach, based on authors such as Moran (2020), Kenski (2021), Luckesi (2018), and Bacich (2018), who discuss the relationships between technology, teaching, and assessment. The analyzed works were selected between 2015 and 2024 from databases such as SciELO, Google Scholar, and CAPES, and interpreted through Bardin’s (2016) content analysis. The results indicate that the use of digital technologies expands the possibilities of formative assessment, favoring continuous learning monitoring and promoting greater interaction between teachers and students. However, there are still challenges regarding teacher training, infrastructure, and the ethical use of digital tools. It is concluded that technologies, when used critically and humanely, transform assessment into a reflective, inclusive, and participatory process, contributing to a more democratic and meaningful education.