A Model for Integrating Information and Communication Technologies into the Diagnostic Assessment Process: Towards a Universal Design of Learning

Universal Design of Learning (UDL) is a framework that seeks to prevent barriers to inclusive, accessible and flexible learning. It is the initial process for identifying learners’ needs and skills. The aim of this paper is to examine the dimensions of diagnostic learning assessment and to propose a new process integrating the digital dimension in line with the principles of Universal Design of Learning. The study opted for qualitative research in the form of a case study, an in-depth analysis of different referential frameworks for diagnostic assessment, and the technique of a Focus Group to collect and analyze data. The results reveal a substantial disparity in relation to precepts in current diagnostic assessment practices, and a significant deviation from ministerial guidelines related to the use of digital tools in teaching/learning activities. The model we advocate involves incorporating the digital dimension to restructure the diagnostic assessment process within the framework of universal design for learning.