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<p>The aim of the study was to develop effective assessment methodologies for evaluating the academic achievements of children with special educational needs in the context of inclusive education through the use of digital technologies. The research methodology included the assessment of students’ cognitive abilities and an analysis of educational outcomes based on the Program for International Student Assessment framework. A survey was conducted among teachers and parents to examine their attitudes toward the use of digital technologies in assessment. The results indicated that fourth-grade students demonstrated higher cognitive performance compared to third-grade students (mean logical reasoning score of 92.4 vs. 85.5, <i>p</i> = 0.012). An analysis of academic progress revealed improvements in the categories of “knowledge” and “problem-solving skills” with age (increases of 6.3 and 6.6 points, respectively). Prospective teachers evaluated digital technologies more positively than parents (satisfaction level of 4.2 vs. 3.7). The proposed methodology, incorporating adaptive platforms such as Prodigy Math Game (effectiveness: 85%) and Quizizz (80%), proved effective in enhancing both motivation and the objectivity of assessment. The approach is recommended for implementation to support individualized learning for children with special educational needs.</p>

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Evaluating educational achievements in inclusive classrooms: a quasi-experimental study using information technologies for students with special educational needs

  • 期刊论文

  • 发表日期：

    2025年9月29日

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  • Saule Agybayeva,
  • Gulzhan Orazayeva,
  • Galiya Shubayeva,
  • Irina Denissova

摘要

The aim of the study was to develop effective assessment methodologies for evaluating the academic achievements of children with special educational needs in the context of inclusive education through the use of digital technologies. The research methodology included the assessment of students’ cognitive abilities and an analysis of educational outcomes based on the Program for International Student Assessment framework. A survey was conducted among teachers and parents to examine their attitudes toward the use of digital technologies in assessment. The results indicated that fourth-grade students demonstrated higher cognitive performance compared to third-grade students (mean logical reasoning score of 92.4 vs. 85.5, p = 0.012). An analysis of academic progress revealed improvements in the categories of “knowledge” and “problem-solving skills” with age (increases of 6.3 and 6.6 points, respectively). Prospective teachers evaluated digital technologies more positively than parents (satisfaction level of 4.2 vs. 3.7). The proposed methodology, incorporating adaptive platforms such as Prodigy Math Game (effectiveness: 85%) and Quizizz (80%), proved effective in enhancing both motivation and the objectivity of assessment. The approach is recommended for implementation to support individualized learning for children with special educational needs.