Educational Technology and Assessment in Mathematics: A Study of Formative and Summative Practices in Singaporean Schools in Thailand

Education

This study explored into how educational technology plays a role in both formative and summative mathematics assessments at Singaporean international schools in Thailand. By looking at the unique blend of Singapore’s esteemed educational practices and Thailand’s diverse cultural landscape, this research fills an important gap regarding the use of technology in overseas campuses. Employing a convergent mixed-methods approach, data was gathered from 35 mathematics teachers and 420 students through surveys, interviews, classroom observations, and student performance records. The results show that technology is widely used in formative assessments, with a striking 94% of teachers utilizing tools like Kahoot and Google Forms to provide immediate feedback and tailor instruction. On the flip side, summative assessments are still largely traditional, with only 32% of teachers using digital platforms, facing hurdles like infrastructure issues, worries about academic integrity, and a lack of professional development. A significant positive correlation (r = 0.56, p < 0.01) was discovered between the frequency of technology use in formative assessments and improved student performance, with students who frequently engaged in tech-based formative assessments scoring 8% higher on summative exams. Qualitative insights reveal that teachers appreciate the boost in student engagement and the ease of tracking data, but they continue to grapple with challenges such as unreliable internet access and limited support from their institutions. This study highlights the urgent need for investment in solid technological infrastructure, ongoing teacher training, and secure assessment policies to fully harness the advantages of educational technology. The findings add valuable empirical evidence to the conversation about assessment innovation in international schooling and offer practical recommendations for educational stakeholders in similar multicultural settings.

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