DIGITAL TECHNOLOGIES IN THE ASSESSMENT OF STUDENTS WITH LEARNING DIFFICULTIES: PATHWAYS TO A MORE JUST EDUCATION

Abstract

This article discusses the use of digital technologies in the assessment of students with learning difficulties, reflecting on possibilities for making the assessment process fairer and more consistent with the right to learn. The study aimed to analyze how digital resources can support formative assessment, capable of monitoring the student's progress, expanding evidence of learning, and guiding more precise pedagogical interventions. The methodology adopted was bibliographic research, with the collection and analysis of works and documents on assessment, learning difficulties, and technologies in education, organized into thematic axes. The results indicate that traditional assessment, centered on tests and grades, tends to make processes invisible and intensify inequalities, especially when the student presents persistent difficulties. It was observed that digital strategies, such as portfolios, multimodal records, rubrics, and frequent feedback, can contribute to diversifying ways of demonstrating learning, reducing dependence on a single assessment instrument, and strengthening continuous monitoring. It is concluded that technology does not, by itself, guarantee fairness in assessment, but it can enhance the quality of the process when integrated into the curriculum, guided by clear criteria and supported by institutional conditions and teacher training.