Synergistic Intelligent Tutoring System for Enhancing Continuous Assessment Outcomes Among Students with Learning Disabilities

Abstract

Continuous assessment remains a cornerstone of effective teaching and learning, particularly among the students with disabilities. However, traditional assessment practices often fail to adequately capture the learning progress of students with learning disabilities due to their limited flexibility, delayed feedback, and uniform evaluation standards. This paper reconceptualises continuous assessment through the lens of Synergistic Intelligent Tutoring Systems (ITS), proposing an adaptive, data-driven, and learner-centered framework for improving assessment outcomes among students with learning disabilities. Anchored in Connectivism Theory, the paper synthesises empirical and theoretical literature to demonstrate how Intelligent Tutoring System can individualise assessment, enhance learner engagement, reduce cognitive load, and promote equity among students with learning disabilities and their counterpart. The study adopts a conceptual and systematic literature review approach to articulate the pedagogical, technological, and assessment-related implications of ITS for education of the student with disabilities. The paper concludes by proposing a synergistic ITS–continuous assessment model capable of transforming assessment practices for learners with diverse needs.