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Universal Design for Learning
Curriculum Considerations

Assessment Design

Why do we assess? There are different reasons, but probably the most familiar one is to determine if students have demonstrated the learning outcomes.

According to CAST, other reasons you assess might include:

  • accountability to the field/sector, courses that follow, and program goals
  • providing students with feedback on their learning progress
  • gathering feedback on the effectiveness of your teaching and course progression

According to outcomes-based learningOpens in a new window, assessments need to be aligned with the learning outcomes of the course. That is, they should measure what the course outcomes intend to measure. In our previous discussion of learning outcomes, we talked about separating the “means” from the “ends” in our learning goals. The concept of construct relevanceOpens in a new window in assessments is related. From a UDL perspective, “constructs are the knowledge, skills, or abilities being measured by an assessment” (CAST, n.d.). Ideally, these relevant constructs are taught, and learners are given opportunities to practice them with formative feedback before they are assessed. Sometimes, our assessments contain constructs that are not actually measuring the skills and knowledge we intend to assess. That is, students may require “extra” knowledge, skills, and abilities to perform the assessment task. This can be particularly true when we are teaching and learning online. Extra technical skills may be required to submit assignments through the LMS or to use particular tools. These “extras” are NOT required to demonstrate the learning outcomes for the course, or sometimes even the program outcomes, but are still part of the course in different ways. This indicates that there is a disconnect between what learners are asked to perform versus what is intended to be evaluated. Examples of these “extra” requirements, or irrelevant constructsOpens in a new window, might include creating an Adobe file or pulling an MP3 out of a video file.

There are many considerations when looking to remove construct barriers from assessment design and instructions. We want to remove barriers as best we can from assessments in order to get a more accurate picture of students’ learning processes and development. This video summarizes these ideas. As you watch, consider the connections between all three principles to the assessment of learning goals.

An Introduction to UDL and Assessment3:07 min

One important construct that is sometimes irrelevant is time. Many systemic factors reinforce this barrier such as our semestered system, grade entry, the precarity of many teachers’ employment from semester to semester, and student progression from one semester to the next. However, there still might be opportunities within your power to remove irrelevant time constructs. Some students may prefer set due dates whereas others may benefit from flexibility; having the choice allows them to practice expert learning. In the next pair of videos, a student talks about the importance of having time options to deliver her work and a faculty member discusses his changing relationship with due dates.

Sobia Rasheed discusses leveraging strengths and time management as they relate to choice2:52 min

Sobia is a mom, an employee and a full-time student. Having autonomy over when she submits assignments allows her to manage her own time and meet due dates.

Laz Challenges Time Constructs2:23 min

In this video, Lazaros reflects on revising his discussion board posting assessment to minimize irrelevant constructs.

Although we’ve seen that action and expression go beyond assessment, assessment design requires consideration of all three principles. This handout titled Creating UDL-Informed AssessmentsOpens in a new window lists some questions to consider when designing or redesigning assessments that take into account barriers, construct relevanceOpens in a new window, and anti-oppressive practices.Opens in a new window You may want to pick one principle or guideline to focus on, see how it works with your students, and go from there. After reading through the prompts, you may find that one area of your assessment is strong whereas another area could use some development. As you consider these prompts, your assessments will become more learner-centred, which is a key focus of UDL.

Learn More

The Digital Pedagogy Lab Institute has many resources open to educatorsOpens in a new window. Scroll down to Radical Assessment and Ungrading.

Ungrading is an umbrella term for a variety of strategies that nullify the negative effects of grading (Blum, 2020). This movement dovetails nicely with UDL’s focus on students’ agency in their own learning. There are many different ways to approach ungrading within systems such as postsecondary education that still use grades as the currency for progression. To get started with ungrading, you may wish to read Jesse Stommel’s (2018) seminal blog post on “How to UngradeOpens in a new window.”

Mythbuster

Myth: If I design my assessments using UDL, no students will require accommodations.

Next chapterCollaborative Activity 8 (Discussion): Assessment Case Studies