Do We See More or Simply Something Different? Interpretive Dilemmas in Using Digital Diagnostic Assessment in Special Education

Abstract

ABSTRACT

Digital diagnostic assessment can broaden the information available about student functioning through performance and process data, but greater data richness does not remove the inferential nature of interpretation. This study clarifies the conditions under which such data can support decision-making in special education.

A theoretical-conceptual analysis integrates perspectives from measurement validity, accessible assessment, digital process data, and comprehensive assessment in special education. The study proposes an interpretive model linking digital data generation, professional interpretation in special education, and support planning and review. Interpretation draws on six dimensions: accessibility, role of support, compensation, functioning profile, generalisation, and triangulation. Joint consideration of these dimensions supports the formulation of a provisional, support-sensitive professional hypothesis that can be examined against further evidence.

The model is illustrated through a pedagogical vignette and typical digital performance patterns. Digital results do not constitute stand-alone diagnostic evidence but provide one source of information within comprehensive assessment. Their value for special education depends on careful interpretation of the conditions under which the data were generated and the limits of the inferences they support. It also depends on their integration with other sources of evidence.

Keywords: digital diagnostic assessment, interpretation in special education, support-sensitive professional hypothesis, functioning profile, digital process data