Teacher Readiness, Barriers, and Training Needs for Digital Assessment in Early Childhood Education

Abstract

Digital assessment can improve the documentation and pedagogical use of children’s developmental evidence, yet its implementation depends on teachers’ competence and supportive institutional conditions. This study examined teacher readiness, implementation barriers, and training needs related to digital assessment in early childhood education. A quantitative cross-sectional survey was conducted with purposively selected teachers, using a questionnaire that addressed current assessment practices, technology competence, institutional constraints, and preferred forms of professional learning. Responses were analyzed through descriptive, correlational, and regression procedures to identify patterns across the three constructs. The findings showed moderate readiness, substantial implementation barriers, and very strong demand for practical training and application mentoring; barriers were positively associated with training needs and emerged as the strongest predictor, whereas readiness was negatively associated with barriers and training needs. The study contributes an integrated needs profile for designing responsible digital assessment initiatives that combine assessment literacy, guided practice, sustained mentoring, adequate infrastructure, and organizational support while preserving teacher judgment.