Evaluating Eye Tracking Technology for Assessment of Students with Profound and Multiple Learning Difficulties

Abstract

Eye-Gaze Tracking Technology (EGTT) is used most commonly as a communication tool for learners with profound and multiple learning difficulties (PMLD). This research investigates the use of EGTT as an assessment tool to provide additional evidence to confirm teacher assessment. The paper contributes to how teachers can address the barriers faced upon assessing students with PMLD through the use EGTT. Data was obtained from a sample of four students with PMLD and physical disabilities located within a special needs school. The qualitative methodology ensured a triangulation of data collection, which included analysis of learners’ heat maps, parent questionnaires and observations of teaching via video capture. It was found that the eye-tracking data provided information on individual learner’s engagement with the learning objectives, which otherwise could not have been communicated. The innovative technology provided an independent data source to inform the teacher’s assessment of the learner’s cognitive abilities. Overall EGTT enabled a more accurate method of teacher assessment of PMLD students’ abilities, giving teachers more confidence with their judgements by providing robust evidence to underpin their professional practice. Where schools want to invest in tools which deliver, this research can guide SEN leaders/schools in deciding potential investment in EGTT equipment and how to use it as an assessment tool.