Abstract
Globally, there are significant policy initiatives and commitment of resources towards technology- enabled feedback (TEF) adoption across the k-16 spectrum. TEF suffers from chronic problems, however. Sustained integration of TEF into curricula is infrequent; technology abandonment remains common. This paper explores the gap between TEF aspiration and adoption through a review of relevant literature. The literature review is treated as act of research; a sequential method of identifying, evaluating, and critically analysing sources was applied and is thoroughly explained. Findings are presented and discussed. These include a fundamental quality concern within the field of TEF research that may impact legitimacy of research to inform both further research and sustained adoption. Recommendations are made for addressing concerns and achieving progress.
Keywords
Technology-enabled feedback, feedback, assessment, review.