THE EFFECTIVENESS COMPUTER-BASED ASSESSMENT IN TEACHING WRITING IN INCLUSIVE EDUCATION

Abstract

Computer-based assessment [CBA] has emerged as a valuable tool in inclusive education, particularly in the realm of teaching writing skills. This article explores the significance of CBA in inclusive education settings, focusing on its role in assessing and enhancing writing abilities among diverse learners. By reviewing existing literature, this article underscores the benefits of CBA in promoting equitable learning opportunities and addressing the diverse needs of students with varying abilities. The integration of technology in assessment practices not only facilitates personalized learning experiences but also fosters inclusive environments conducive to academic growth and success.