Designing edtech‑integrated authentic assessments for deep learning: insights from digital illustration tasks

Abstract This study examines the impact of replacing a traditional short-answer examination with a BioRender-based scientific digital illustration assessment designed to integrate three established pedagogical frameworks: drawing to learn, active learning, and authentic assessment. We examined effects on student performance and student perceptions of learning and professional preparation in a longitudinal mixed-methods study (2015–2024; 436 students) in a second-year Cell Biology subject. Comparing five years of traditional examination data with five years of BioRender assessment data showed mean scores rose substantially from 49.7% to 83.1% with the same short-answer questions (Mann–Whitney U = 27,115, p < 0.001; Cliff's delta = 0.74). Institutional survey data and a purpose-designed questionnaire administered to current and graduating students provided insight into the mechanisms underlying this improvement: 95.5% of students felt the assessment enhanced their learning, 91.1% reported developing career-relevant skills, and 83% of graduating students confirmed it supported their transition to advanced study. Qualitative themes identified deeper conceptual understanding, reduced assessment anxiety, stronger engagement, and perceived professional preparedness as key drivers. These outcomes are interpreted through the convergence of all three frameworks, each compensating for limitations the others cannot address alone. The findings offer educators a theoretically grounded framework for edtech-integrated assessment design that extends beyond the specific tool examined here.