Navigating the Digital Landscape: Teacher Experiences and Strategies for Technology-Enhanced Alternative Assessments in Hong Kong Flipped Classrooms

Abstract

This study explores the implementation of technology-assisted alternative assessments in flipped classrooms at primary-level and secondary-level schools in Hong Kong. The research sought to uncover both the benefits and challenges that arose when subject teachers integrated digital tools, with a focus on how teachers utilized technology to improve assessment practices, tailored learning experiences, and enhanced student engagement. Preliminary data were gathered through focus group interviews in five schools, complemented by an online survey aimed at a broader network of educators involved in a blended learning initiative (September 2023 to August 2024). The teacher participants identified several advantages of digital tools—including online portfolios for tracking student learning, interactive simulations for increasing engagement, and automated feedback systems for providing timely feedback—that collectively enhanced student learning experiences. Nonetheless, they also expressed concerns regarding various challenges, including insufficient training for effective use of technology, lack of reliable infrastructure, and doubts about the validity and reliability of digital assessment methods. Moreover, the study investigated different instructional strategies incorporating these technological resources, including online platforms for peer assessment, interactive learning modules that embed assessment components, and data analytics for tracking progress and personalizing instruction. The presentation will elaborate on these findings, showcasing practical examples of technology-enhanced alternative assessments used in Hong Kong classrooms. It will also highlight effective teaching methods and offer suggestions for supporting educators in creating engaging, meaningful, and fair assessment experiences in an increasingly digital educational landscape.