Using Principles of Universal Design for Learning Class Assessments Mary Male, Ph.D. May 9, 2007

Do your class assessments limit access to your class? Just as a _______ provides increased physical access to streets for everyone… Single-option class assessments limit engagement to a _____ type of brain. Museum of Disability History ( of Disability History ( Photo of curbcut Image showing atoms demonstration Image showing atoms demonstration ( )Showing atoms demonstration

Problems with Single-Option Assessments… Limited Means of ________ (too much to read, too little time) Limited Means of _______ (too much to write, too little time) Limited Means of Engagement (role of _______ on test performance)

MYTH: Using a common format for assessment levels the playing field for students A single format tilts the playing field, favoring some, and hampering others

Benefits of UDL assessments Demonstrates instructor belief in _____ Requires ____ time in planning, but less overall (and less tedium for instructors in grading) Maximizes opportunities for student learning and _____

Assessments like a menu at a Chinese restaurant… “Pick one from Column A, one from Column B…” Requires students to exercise and develop different skills Offers ways for students to remember and integrate course concepts and skills Increases opportunities for ______students to succeed

Using Technology to Enhance UDL Assessments Ideas: Students take tests on a computer (built in accessibility features such as text-to-speech, keyboarding over handwriting, dictionary, etc) Access to tools for creating graphics Electronic scoring of some portions (time savings for instructor)

Reduce the Impact of Test Anxiety on Performance Alternative ______ for testing Reduced _____ of assessments over multiple assignments Opportunities to drop lowest grade, bonus questions, weighting formulas for grading