Application of Assistive Technology for the Purpose of 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.