Authentic Assessment Integration in Technology Enhanced Mathematics Learning Environments : A Systematic Literature Review Rizki Sariningtias, Farida Nurhasanah, Getut Pramesti
Sebelas Maret University
Abstract
This study presents a systematic literature review on the integration of authentic assessment in Technology-Enhanced Mathematics Learning Environments (TEMLE). The review covers 17 international articles published between 2013 and 2025, retrieved from the Scopus and Google Scholar databases. The analysis focused on five main aspects: (1) research trends in authentic assessment integration over the past 13 years, (2) forms and characteristics of authentic assessment applied, (3) types of technologies supporting the implementation of authentic assessment, (4) mathematical skills developed, and (5) the research focus on STEM, STEAM, or specific mathematics topics. The findings indicate that the integration of technology-based authentic assessment has developed progressively, particularly after 2020, and has contributed to creating more contextual, reflective, and collaborative mathematics learning. Various forms of assessment, such as digital storytelling, virtual experiments, interactive drawing, digital portfolios, and log data-based assessment, demonstrate adaptation to the context and infrastructural readiness of each country. Nevertheless, most studies still concentrate on higher education and tend to be interdisciplinary rather than explicitly connecting authentic assessment to STEM/STEAM or specific mathematics topics. This review highlights the need for strengthening teacher capacity, policy support, and expanding research toward multidisciplinary frameworks to ensure the sustainability of digital authentic assessment practices in mathematics education.
