ABSTRACT As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K–12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology‐supported formative assessment in STEM classrooms. This study conducted a systematic review, in which the educational settings, teaching subjects, research methodologies, technology types, and teacher prerequisites were coded and analysed. The review revealed that the number of articles focusing on junior high education exceeded those on primary and senior high education. Science and mathematics were the most frequently researched subjects, with very few studies exploring integrated STEM teaching. Qualitative and mixed‐method approaches dominated the research methodologies. Both hardware, such as interactive whiteboards, and software tools, such as Math‐Mapper, were identified as essential components facilitating formative assessments, with a trend toward their combined use to enhance classroom interaction and provide more effective student feedback. The findings also highlight 16 teacher prerequisites for effective technology‐supported formative assessment in STEM education, which are organised into three overarching categories: knowledge and skill factors, social factors, and psychological factors, echoing classifications found in prior research. This review provides actionable insights and recommendations to inform STEM teacher professional development programs and contributes to the broader discourse on technology integration in STEM education.
Huang et al. (Wed,) studied this question.