The Open/Technology in Education, Society, and Scholarship Association Journal https://journal.otessa.org/index.php/oj <p><span style="font-weight: 400;">The <em>Open/Technology in Education, Society, and Scholarship Association</em> (OTESSA) <em>Journal</em> is a peer-reviewed journal that welcomes papers on all aspects of educational technology, including online learning, technology-mediated learning, social media, open education, digital and open scholarship, emerging technologies for learning or research, and other topics or interdisciplinary ways in which technology and society intersect.</span></p> Open/Technology in Education, Society, and Scholarship Association (OTESSA) en-US The Open/Technology in Education, Society, and Scholarship Association Journal 2564-4726 <p>Authors contributing to the OTESSA Journal agree to release their articles under the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.</p> <p>Authors retain copyright of their work and grant the OTESSA Journal right of first publication.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.</p> Technology-Integrated Assessment: A Literature Review https://journal.otessa.org/index.php/oj/article/view/57 <p>The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.</p> Colin Madland Valerie Irvine Chris DeLuca Okan Bulut Copyright (c) 2024 Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut https://creativecommons.org/licenses/by/4.0 2024-05-01 2024-05-01 4 1 1 48 10.18357/otessaj.2024.4.1.57 Developing the Technology-Integrated Assessment Framework https://journal.otessa.org/index.php/oj/article/view/63 <p>The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al., 2022) as a lens. Our review (Madland et al., 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technology-integrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.</p> Colin Madland Valerie Irvine Chris DeLuca Okan Bulut Copyright (c) 2024 Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut https://creativecommons.org/licenses/by/4.0 2024-05-01 2024-05-01 4 1 1 19 10.18357/otessaj.2024.4.1.63