Technology‐Supported Formative Assessment in Higher Education:
AI
, Learning Analytics and the Future of Assessment for Learning
Aydın Bulut ABSTRACT
Purpose
This study examines the intellectual and thematic development of technology‐supported formative assessment (TSFA) in higher education and its convergence with feedback, learning analytics, artificial intelligence (AI) and self‐regulation.
Design/Methodology/Approach
A scoping review integrating bibliometric mapping, qualitative thematic synthesis and SWOT analysis was conducted on TSFA literature published between 2000 and 2026 (August).
Findings
The findings reveal accelerated growth after 2020 and a shift from technology‐centred applications towards learner‐centred, adaptive and data‐informed formative assessment. However, theoretical fragmentation, limited longitudinal evidence, ethical concerns and geographical inequalities remain.
Originality/Value
The study conceptualises TSFA as a technology‐mediated formative ecosystem integrating technological capacity, pedagogical regulation, learner agency and human judgement.
Practical Implications
Institutions should prioritise human‐centred AI integration, transparent governance, equitable access and professional development to ensure that technology supports rather than replaces formative pedagogical judgement.