Technology-assisted assessment (TAA) in the time of emergency transition to online assessment: student teachers’ attitudes towards at-home online assessment, perceptions of innovation attributes and test anxiety

While technology-assisted assessment (TAA) is not a new concept, the urgent transition from onsite to online assessment delivery has been a potential source of stress or worries during the COVID-19 pandemic and onward. Thepresent study addresses international concerns regardingthe influence of TAA innovation (at-home/remote online assessment). on test anxiety within the framework of perceptions of innovation attributes and attitudes towards the innovation. The study proposes a holistic view model by integrating the ‘innovation diffusion process model’ and ‘tenets of TAA innovation/change impact’. The hypothesised model was tested through structural equation modelling, positing that perceived attributes of at-home online assessment influence student teachers’ attitudes and test anxiety and that attitude mediates the link between perceived attributes and test anxiety. The results yielded support for (a) a strong total effect of attitude on test anxiety, (b) an indirect effect of perceived attributes on test anxiety, and (c) a mediating role of attitude. The findings highlight model expansion and adaptability to evolving challenges to include online test anxiety. Implications are discussed.