Application of Assistive Technology for the Purpose of Monitoring and Evaluation of Students

1. Monitoring and evaluation of students

Evaluation is a major motivator for learning, but it is also a significant source of anxiety for many students. Poorly designed evaluation strategies can become barriers to learning. Inclusive evaluation involves making reasonable adjustments to meet the needs of students with disabilities.

Inclusive evaluation requires clear expectations and feedback. All students benefit from understanding the strengths and weaknesses of their work and from opportunities to identify ways to improve their performance in future assignments. Inclusive evaluation and feedback should consider students' anxiety and provide constructive support to help them demonstrate their learning.

According to Hubbard and Gawthorpe (2025), inclusive evaluation has the following characteristics:

• a consistent method of evaluation at the study programme level
• consideration of students' evaluation workload
• recognition of anxiety during evaluation
• use of formative assessment to reduce student anxiety
• application of reasonable adjustments whenever possible
• flexibility in how students demonstrate their knowledge and understanding
• opportunities for students to demonstrate their skills and knowledge through evaluation linked to real-world situations, enabling them to see connections between their learning, the broader context, and their future careers
• evaluation based on clear, fair, and transparent criteria
• provision of clear, constructive, and timely feedback to encourage learning.

2. Assistive Technology in the Process of Monitoring and Evaluation of Students

Assistive technology (AT) can serve as a reasonable adjustment during student evaluation. AT may be used alongside other reasonable adjustments if appropriate for the student.

Reasonable adjustments are based on the individual needs of each student. The use of AT in evaluation must be flexible to accommodate student adaptations while preserving the validity of the assessment. Although AT can provide functional support in evaluating students with disabilities, it is essential to consider the extent to which the student is already familiar with the AT, whether through training or regular use (Cadwallader and Tonin, 2021). Therefore, collaboration between faculty and students is necessary when determining methods for adjusting the evaluation process.

The use of AT in evaluating students with disabilities offers numerous positive effects: it increases student independence, reduces reliance on others, enables greater control over learning, and allows for improved results during evaluation.

Examples of assistive technology that can be used in evaluation:

• Text-to-Speech Software – the student does not rely on a teacher or assistant to read the exam aloud.
• Speech-to-Text Software – voice dictation assists students with dyslexia and motor disorders. They can take exams by dictating and using the built-in features of popular operating systems (Windows, Mac, Chrome, etc.).
• Reading Pens – the device scans text and reads it aloud, assisting students with dyslexia.
• Magnification Software and Devices – enlarge text and images on the computer screen, enabling students with low vision to access exam materials.

For assistive technology to be used in the evaluation process, digital exam materials must be prepared in accordance with digital content accessibility guidelines.

In addition to using assistive technology, other accommodations may be necessary, such as a quiet room, extra time, and the possibility of breaks.

3. References

Cadwallader, S., & Tonin, D. (2021). The use of assistive technologies for assessment.

Hubbard, K., & Gawthorpe, P. (2025). Inclusive Higher Education Framework. Teaching Excellence Academy.