Governance of high school students’ learning assessment data in digital environments theoretical foundations and a conceptual framework

Abstract

Digital assessment generates increasing amounts of information about students’ learning, creating a need for schools to consider not only how assessment data are collected but also how they are organized, interpreted, accessed, protected, and used. This study examines the theoretical foundations of assessment data governance and develops a conceptual framework for high school education in digital environments. A qualitative literature review was conducted using 21 publications related to formative assessment, digital assessment, assessment literacy, feedback, and assessment data use. The literature was analyzed through thematic coding and comparison. The findings identify six principles of assessment data governance: accuracy, validity, accessibility, security and privacy, transparency, and accountability. Based on these principles, a framework comprising five interconnected components is proposed: data generation and collection, data storage and organization, data analysis and interpretation, data use and feedback, and data security, accountability, and quality assurance. The study also clarifies the roles of school leaders, teachers, students, and technical support personnel in the governance process. The framework highlights that assessment data governance is not merely a technical issue but an educational and managerial process in which professional judgment remains central. The study provides a theoretical basis for further empirical research and for developing assessment data governance practices in high schools in Hanoi and Vietnam.