The purpose of ourself-developed ICT based peer nomination framework (SMETRY) is supporting the social developing work of teachers by mapping primary/secondary school classroms’ social structure, attributes. 

In the current practice of large-scale system-level educational assessments, frameworks and instruments create unfavorable conditions for certain groups of SEN students, which can result in impaired measurement validity. Although participation in these assessments is an opportunity for many groups of SEN students, they are often underrepresented in the surveys or their performance is not even included in the results. The aim of our research is to enable the participation of students with special educational  in large-scale educational assessments and the comparison of their results with those of typically developing peers by adapting assessment systems and applying Item Response Theory on test outcomes.