Abu Zainuddin, W. Wasis, Ekohariadi, Yeni Anistyarsari, Tri Rijanto, H. Habibi
This article examines research related to technology-based assessment in learning, published between 2015 and mid-2025. Using a Systematic Literature Review (SLR) protocol, 105 empirical and conceptual studies were identified through the Scopus database and selected using inclusion-exclusion criteria. The final corpus data were then analyzed descriptively and thematically based on educational level, type of technology used, assessment objectives, methodological approach, and geographic distribution. The results indicate that publications about higher education and pre-service teacher education are the most common. They focus a lot on formative assessment through online platforms like learning management systems (LMS), e-portfolios, computer-based tests, and artificial intelligence-based technologies. The thematic analysis revealed five key trends: the rise of real-time, data-driven formative assessment; the expansion of digital portfolio-based reflective assessment; the integration of immersive technologies such as AR/VR and gamification; the personalization of assessment through adaptive systems; and the emergence of greater attention to equity, accessibility, and inclusion. However, research gaps remain, including a lack of longitudinal studies, limited research in underrepresented areas, and a lack of models linking digital assessment to assessment-for-learning and analytics frameworks. These findings underscore the need to strengthen educators' digital assessment literacy, institutional policy support, and ethical governance of student data. This review provides a comprehensive roadmap of the field's development, highlights outstanding challenges, and offers directions for future research and innovation within the technology-based assessment ecosystem. This overview is expected to serve as a reference and catalyst for assessment researchers to further explore gaps in maximizing the use of technology for learning assessment. © 2026, Malque Publishing. All rights reserved.
Physics Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia; Information Technology Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Educational Research and Evaluation Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia
