A conceptual framework, synthesized from a systematic review, for designing, implementing, and evaluating automatically generated assessment reports (AutoRs) that turn technology-enhanced K-12 STEM assessment data into synthesized, interpretable, and actionable insights for teachers. Grounded in cognitive load theory, it argues that report design must minimize teachers' extraneous cognitive demands through user-centered layouts and a deliberate mix of presentation formats (text, visual aids, plots) and interactive or live features, and it maps the trade-offs between usability and functionality that current AutoRs often get wrong, producing high initial cognitive load and low engagement.
This paper provides a comprehensive review of the design and implementation of automatically generated assessment reports (AutoRs) for formative use in K-12 Science, Technology, Engineering, and Math…