Educational assessment is a core component of the education system, and its paradigm orientation directly determines the direction and quality of education. The traditional managerialist paradigm of educational assessment, while pursuing efficiency and order, has gradually exposed shortcomings such as an overemphasis on outcomes at the expense of process, leading to the alienation of educational practice. On this basis, this paper posits that the deep-seated motivation for the paradigm shift lies in the return of value rationality, and demonstrates the inevitability of technological empowerment as a structural force driving this transformation. Furthermore, it proposes a new developmentalist educational assessment paradigm centered on "Intelligent Connectivity and Symbiotic Development", which emphasizes data intelligence as the link to achieve synergy among assessment subjects, dynamic interconnection of processes, and value co-creation. Leveraging technologies such as artificial intelligence, big data, and the Internet of Things, this paradigm supports multidimensional, dynamic, and developmental assessment of students' comprehensive competencies, teachers' professional growth, and regional education quality. To ensure its effective implementation, a support system encompassing ethical norms, enhancement of assessment literacy, and restructuring of institutional culture must be established, providing a systematic framework for theoretical innovation and practical reform in technology-empowered educational assessment.

Li Yan. Technology-Empowered Paradigm Shift in Educational Assessment: From Managerialism to Developmentalism. International Journal of Educational Curriculum Management and Research (2024), Vol. 5, Issue 2: 124-132. https://doi.org/10.38007/IJECMR.2024.050216.

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