Exploring Institutional Factors Influencing Digital Assessment Adoption in Secondary Schools

Abstract

Despite the increasing availability of digital tools, many schools struggle to implement digital assessment effectively. This study explores the institutional factors that influence the adoption and sustained use of digital assessment practices in secondary education. Drawing on qualitative data from 26 semi-structured interviews with teachers, IT coordinators, and school administrators in Tehran, the research employs grounded theory to analyze organizational, infrastructural, and cultural dynamics. Key institutional factors identified include leadership support, availability of training resources, teacher autonomy, compatibility with existing curricula, and digital equity concerns. Participants consistently highlighted the importance of sustained institutional commitment and collaborative planning for successful integration. The findings suggest that technological adoption in assessment is less a matter of tools and more a question of ecosystem readiness, requiring systemic change across policy, practice, and pedagogy.