Assessment is universally recognised as one of the most important – and powerful – elements of an educational experience. It is also seen as one of the hardest to reform. However, there is an increasingly demonstrated need for assessment reform, particularly if it is to keep up with other theoretical, cultural and technological developments affecting teaching and learning. Current assessment methods, especially the heavy emphasis and priority afforded to highstakes summative assessment, are often described as outdated, ineffective and at worst damaging. The idea that digital technologies can help transform education and specifically assessment is not a new one. New technologies and tools have long been seen to open up new possibilities due to their potentially beneficial characteristics or affordances, such as offering more personalised, instantaneous or engaging assessment experiences. In many cases this potential has been realised and demonstrated benefits. However, the literature suggests that the use of digital technologies has yet to be 'transformative' and is often used via traditional assessment methods or within pockets of innovation that are not widespread. Thus, there remains a need to better understand how technologies can support or spur educational changes and what affordances are most useful to support the outcomes educators envisage within the current educational context. This acknowledgement of the potential digital technologies offer should also not be naïve about the complexity of the task and the myriad of influences and factors affecting successful educational change. Nor should it shy away from the significant ethical questions raised by the use of digital technologies in assessment, such as the collection, use and protection of large personal data sets, as well as how use of these tools support or unsettle inequalities within education. Thus, the question becomes how to mobilize a new vision for assessment that includes the use and development of technology, reflects an understanding of effective feedback, offers considered and equitable assessment and supports the dispositions, knowledge and literacies that are necessary to help students flourish. To focus the investigation in this paper, three questions were devised: 1. What do digital technologies offer for educational assessment? 2. How might assessment be different when knowledge and performance can be represented digitally? 3. Where is the 'cutting edge' in such developments at present? In its review of these questions, this paper examines the relatively short history and current scope of technology enhanced assessment; its use within formative and summative assessment; the potential affordances and challenges it brings; and barriers and enablers to its adoption. Finally, it offers a closer look into five focus areas where digital technologies are seen to offer particular potential benefits to changing assessment in response to a changing world and learning needs. The areas of focus are: 1. The use of multiple forms of representation to enable learners to represent their learning in ways of their choice. 2. Developing new ways of assessing summative performance in different subjects 3. Developing ways to capture learning skills, competences and dispositions that are less amenable to traditional assessment methods 4. Developing ways of capturing peer interaction, group performance and collaboration 5. The role and use of learning analytics and education data mining