Tele-assessments may enable specialist evaluation of students in schools and their progress following intervention. The aim of this project was to evaluate the feasibility of using videoconferencing technology to assess students with reading difficulties in the school setting and obtain the perspectives of teachers supporting the students during the assessment. Teachers (n = 57) of 71 primary school age students participated in the study. Teachers provided feedback on the tele-assessment by completing questionnaires about students’ behaviours and the quality of the technology and assessment process. Randomly selected teachers (n = 24) were invited to participate in a semi-structured interview to provide qualitative feedback. Tele-assessments were completed in 93.4% of the sample. Support teachers reported satisfaction with the audio and visual quality as well as the assessment process. The majority of students completed the tele-assessment with good compliance, engagement and attention. Feedback from support teachers also reflected the strengths of tele-assessments, such as better access to service, cost saving and convenience. Barriers to tele-assessments included technical difficulties, assessment limitations and equipment issues at schools. Tele-assessment is a feasible method of objectively measuring outcomes of students following an intervention. Tele-assessment at school is largely accepted by teachers who supported students in this study. Feedback obtained from this research may be used to offer guidance on undertaking tele-assessments with students in the school setting.

远程评估可以对在校学生及其干预后的进展进行专家评估。该项目的目的是评估在学校环境中使用视频会议技术评估有阅读困难的学生的可行性，并在评估期间获得支持学生的教师的观点。71 名小学适龄学生的教师（n = 57）参加了研究。教师通过完成有关学生行为以及技术和评估过程质量的问卷，对远程评估提供反馈。随机选择的教师（n= 24) 被邀请参加半结构化访谈以提供定性反馈。93.4% 的样本完成了远程评估。支持教师对视听质量以及评估过程表示满意。大多数学生以良好的依从性、参与度和注意力完成了远程评估。来自支持教师的反馈也反映了远程评估的优势，例如更好地获得服务、节省成本和方便。远程评估的障碍包括技术困难、评估限制和学校的设备问题。远程评估是客观衡量学生在干预后的结果的可行方法。在本研究中支持学生的教师在很大程度上接受了学校的远程评估。