The incorporation of digital technologies in educational evaluation has progressed rapidly, but doubts persist about whether these tools truly enhance student learning outcomes or simply convert current practices to digital formats. This systematic review compiles empirical evidence from peer-reviewed articles published from 2015 to 2024 to investigate the effects of technology-enhanced assessment on student outcomes. Based on 114 primary studies and various meta-analyses, this review concludes that technology-enhanced assessment yields favorable outcomes for student achievement when applied with particular instructional design principles, especially formative feedback cycles, learner involvement strategies, and data-driven personalization. Nevertheless, the extent of the impact relies heavily on how technology is employed rather than on its mere usage. The results endorse a nuanced viewpoint: technology acts as an enhancer of sound assessment practices instead of serving as a substitute for teaching expertise. The evaluation concludes with practical suggestions for educators, institutions, and policymakers aiming to adopt evidence-driven digital assessment approaches.