While researchers promote the interactive learning potential of digital tools, studies reveal that teachers adapt technology to existing practice instead of using the tools' potential for student active learning. Researchers also argue that formative assessment enhances students' learning, while studies find formative assessment difficult to implement. To investigate these paradoxes and better understand how teachers use digital tools in formative assessment and with what result, we conducted a systematic review of teachers' technology use in formative assessment practices in primary and secondary education. Systematic searches identified 22 relevant articles that are included in the review. We found unclear definitions of formative assessment across studies and document challenges teachers encounter when they use technology for formative assessment purposes. We conclude with three prerequisites for teachers' successful technology use in formative assessment practices: 1) clear definitions of formative assessment, 2) alignment between digital tools and pedagogical practice, and 3) data literacy to examine and interpret information and use this to improve students’ learning. The review also documents knowledge gaps in current research.

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教师在形成性评估实践中使用技术的先决条件：系统回顾

虽然研究人员提升了数字工具的互动学习潜力，但研究表明，教师会根据现有实践调整技术，而不是利用工具的潜力来促进学生主动学习。研究人员还认为，形成性评估可以增强学生的学习，但研究发现形成性评估很难实施。为了调查这些悖论并更好地了解教师如何在形成性评估中使用数字工具以及取得什么结果，我们对教师在中小学教育形成性评估实践中的技术使用进行了系统回顾。系统搜索确定了评论中包含的 22 篇相关文章。我们发现各种研究中形成性评估的定义不明确，并记录了教师在使用技术进行形成性评估时遇到的挑战。我们得出教师在形成性评估实践中成功使用技术的三个先决条件：1）形成性评估的明确定义，2）数字工具与教学实践之间的一致性，3）检查和解释信息并利用其来提高学生的数据素养' 学习。该评论还记录了当前研究中的知识差距。