publisher
Adaptive Digital Portfolio Assessment yields sustained equitable arts gains: a longitudinal randomized controlled trial with mixed-methods integration
- Source
- Frontiers in Education
- Published
- Last verified
- 14 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A longitudinal randomized controlled trial in West Java, Indonesia, evaluated the Adaptive Digital Portfolio Assessment (ADPA) framework over 12 months. The study, involving 1,200 senior secondary students, demonstrated that the ADPA intervention group achieved significantly steeper growth trajectories in artistic competence, indicating a potential solution for assessment inequities in arts education, particularly in the Global South.
Why this matters
Why is this strategically important?
This research provides evidence for the effectiveness of an adaptive digital assessment framework in improving educational outcomes and equity in arts education within developing regions. Such findings are critical for informing policy and investment decisions regarding digital tools for learning and assessment on a broader scale, potentially influencing pedagogical approaches and resource allocation in education systems.
Key insights
What should be noted from the evidence?
- The Adaptive Digital Portfolio Assessment (ADPA) framework was designed to address assessment inequities in arts education.
- A 12-month longitudinal randomized controlled trial was conducted with 1,200 senior secondary students across 60 schools in West Java, Indonesia.
- The ADPA intervention group showed significantly steeper growth trajectories in artistic competence.
- The study utilized Latent Growth Curve Modeling, Mediation Analysis, and Moderated Mediation to track artistic competence and psychological pathways.
- Qualitative Reflexive Thematic Analysis (n=135) was integrated to provide mechanistic depth to the findings.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication