<![CDATA[Purpose of the study: This study aims to explore teachers’ perspectives regarding the opportunities and challenges of implementing Single Subject Design (SSD) in digital assessment practices at the secondary education level and to identify the potential contribution of SSD to individualized and continuous assessment processes. Methodology: This study employed a descriptive qualitative research design. Data were collected through observation and semi-structured interviews using observation sheets and interview guidelines. Purposive sampling was used to select participants. Digital tools such as Google Classroom, Quizizz, Microsoft Excel, and digital portfolios were identified during the study. Data were analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing and verification. Main Findings: The findings indicated that digital assessment had been implemented through various platforms to support assessment activities in secondary education. Teachers perceived that Single Subject Design offered opportunities for repeated measurements, individualized monitoring, and systematic documentation of learning progress. However, several challenges were identified, including limited understanding of SSD, time constraints, workload, differences in digital literacy, and technological limitations. Teachers also demonstrated positive attitudes toward the potential integration of SSD into digital assessment practices. Novelty/Originality of this study: This study provides a qualitative perspective on the opportunities and challenges of integrating Single Subject Design into digital assessment from teachers’ viewpoints in secondary education. Unlike previous studies focusing mainly on intervention outcomes, this research emphasizes practical experiences and contextual factors influencing implementation, thereby contributing new insights into evidence-based and student-centered assessment practices.]]>
