Emerging trends in digital assessment of high school students’ learning outcomes in Hanoi, Vietnam

Abstract

Digital transformation is changing how student learning outcomes are assessed in secondary education. This study aims to identify emerging trends in digital assessment and examine their implications for high schools in Hanoi, Vietnam. A qualitative literature review was conducted using relevant studies identified primarily through Web of Science, Scopus, and Google Scholar. The selected literature was analyzed through thematic analysis, comparison, and synthesis. The findings identify six major trends: continuous formative assessment, platform-based assessment, digital feedback for learning, increasing student agency, data-informed teaching and learning, and more personalized assessment. These trends indicate a broader transition from digitizing conventional assessment to digitally supported assessment for learning. The review also shows that effective digital assessment requires coordinated attention to teachers’ digital assessment literacy, student participation, digital infrastructure, assessment data governance, and school-level management. In the context of Hanoi, digital assessment should therefore be approached not simply as the use of technology for testing but as a pedagogical and managerial transformation. The study provides a theoretical basis for developing digital assessment practices and for further empirical research on managing student assessment in Hanoi high schools.