Development of a software tool for an electronic diary and student assessment in educational institutions

Abstract

The theses examine the design and development of a software tool that combines the functions of an electronic diary and student assessment management within educational institutions. The text situates the problem in the broader context of student information systems and the increasing reliance on web-based gradebooks to manage attendance, grading and reporting. Drawing on empirical and review literature, it outlines both the affordances and risks of online gradebooks in relation to transparency, learner stress and parental involvement. It argues that software design must be informed by contemporary understandings of self-regulated learning, learning analytics dashboards and validity and reliability in digital assessment. A conceptual architecture for the tool is proposed, comprising data, application and presentation layers that support configurable grading schemes, outcome-linked rubrics, multi-stakeholder diary views and analytics dashboards. Particular attention is given to data protection and student privacy, with reference to current guidance and legal frameworks. The theses conclude that a theoretically grounded, participatory, and privacy-aware approach to software design can support a more meaningful use of assessment data, strengthen home–school communication, and contribute to a more reflective and equitable assessment culture in schools.