Perceptions of K-12 Teachers on the Use of an Online Learning Assessment Platform

Abstract

The use of assessment management platforms has been increasing in the educational context, facilitating the process of administering and analyzing results for teachers. This study investigates the perceptions of K-12 teachers regarding the use of the online platform "CPB Provas" for managing assessments. The main objective was to understand how teachers evaluate the effectiveness of this tool, particularly in administering assessments. The research adopted a multimethod approach, integrating both quantitative and qualitative analyses, with the participation of 347 teachers from various regions of Brazil. Data were collected through online questionnaires and document analysis from the platform’s database. The results indicated that, although the platform is widely used for creating and organizing assessments, there is still a strong preference for printed assessments, mainly due to concerns about plagiarism and challenges in digitizing answer sheets. Additionally, there was an underuse of the platform's more advanced features, such as automated grading. These findings suggest that there is untapped potential in the tool, and that greater support for teachers could optimize its use, improving the monitoring of student performance.