A Digital Collaborative Assessment Model for Teachers and Parents to Monitor Social Competence in Inclusive Preschool Settings

Abstract

Assessing young children's social competence in inclusive preschool settings requires consistent observations across both school and home environments. However, conventional assessment practices are often fragmented, rely primarily on teachers, and offer limited opportunities for meaningful parent participation. This study aimed to develop and evaluate a digital collaborative assessment model that enables teachers and parents to jointly monitor children's social competence through an integrated digital platform. The study employed a Research and Development (R&D) design using the ADDIE framework, comprising Analysis, Design, Development, Implementation, and Evaluation. Participants included early childhood teachers, parents of preschool children, and experts in special education, early childhood education, educational assessment, and educational technology. Data were collected through interviews, questionnaires, expert validation sheets, usability assessments, and social competence observation checklists. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-tests, normalized gain scores, and Cohen's d, while qualitative data were examined using thematic analysis. The developed model integrates shared observation indicators, real-time digital documentation, automated progress reports, and two-way communication features to facilitate continuous monitoring of children's social competence across learning environments. Expert validation demonstrated high content validity, and both teachers and parents rated the system as practical, user-friendly, and supportive of collaborative assessment. Field implementation further indicated significant improvements in the consistency and quality of social competence monitoring, accompanied by high user satisfaction. The findings suggest that the proposed digital collaborative assessment model provides a valid, practical, and effective approach for strengthening family–school partnerships and supporting authentic assessment in inclusive preschool education. The model offers a scalable framework for promoting collaborative decision-making and individualized support for young children with diverse developmental characteristics.