Teachers’ E-Assessment Competences and Practices in the Context of the Digitalization of Secondary Education

E-assessment is a key component of contemporary teaching and learning. This study examines teachers’ e-assessment competences and practices in Bulgarian secondary education. It applies an embedded mixed-methods design combining quantitative self-assessment data from adapted Bulgarian versions of SELFIE for Teachers and SELFIE for Schools tools together with qualitative evidence from semi-structured interviews. Using a nationally representative selection of 30 schools, quantitative data was collected from 574 teachers related to their e-assessment competences and from 655 teachers on institutional e-assessment practices, which was complemented by interviews with 220 teachers. Teachers’ self-assessed competences were found to be largely at the lower levels of awareness and limited implementation, rather than systematic use, with few teachers reporting advanced competence. Although institutional support for e-assessment is perceived as strong, this is not reflected in pedagogic practice. The interview data shows teachers’ conceptual ambiguities, with formative e-assessment implemented in fragmented ways and rarely explicitly recognised. Innovative approaches, such as peer assessment, self-assessment, and the systematic use of digital evidence to inform instruction, are rarely used. The study reveals a misalignment between teachers’ perceived competences, institutional conditions, and actual practice, highlighting the need for targeted professional development and clearer conceptual framing to support the meaningful integration of e-assessment.