Abstract:
Information Communication and Technology (ICTs) have transformed education, enhancing assessment engagement and adaptability. Diverse digital competency in South African schools underscores the need for teachers to enhance skills and foster inventive assessment approaches. This study investigated South African primary school teachers’ preparedness for using ICT for assessment in English first additional language, mathematics, and natural science classrooms. Guided by the unified theory of acceptance and use of technology model (UTAUT), this research explored teachers’ behavioural intentions, usage patterns, and acceptance levels regarding the integration of ICT for assessment. A mixed-method approach with a pragmatist paradigm was used. A self-developed survey was administered to primary school teachers with at least five years of experience after establishing its reliability and validity. The closed-ended quantitative questions were analysed using structural equation modelling, and the open-ended qualitative questions were analysed using qualitative content analysis and thematic analysis. The results revealed that social influence on behavioural intention was the only significant effect. Regarding challenges, teachers emphasised a lack of resources and infrastructure to facilitate the use of ICTs and indicated a need for training and capacity building. In conclusion, the findings underscore the pivotal role of social influence in shaping teachers' behavioural intentions towards integrating ICT for assessment in South African primary schools. This occurrence highlighted the need for supportive policies, ample resources, and targeted training programmes to enhance teachers' digital competencies and promote effective technology-based assessment practices. It is recommended that educational institutions and policymakers focus on leveraging social influence as a critical strategy to promote the adoption and use of ICT, provide adequate resources and infrastructure to schools, and organise training programmes for teachers to enhance their ICT skills and proficiency for assessment purposes. The results offer valuable insights to schools and policymakers on improving technology-based assessment in South African contexts.
Keywords: ICT, assessment, digital competency, technology, motivation, UTAUT, utilisation
