Introduction to Accessible and Flexible Assessment

Accessible assessments provide a fair and equal opportunity to all students, including those with disabilities, to demonstrate their knowledge and skills. They foster an inclusive learning environment where everyone can participate and succeed, regardless of their individual needs and learning styles. Accessible assessment consists of two major components: the ability to access information, including the physical materials used for the assessment, and the removal of any barriers to demonstrate competency.
 

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Ideally, every test taker should be able to individualize the appearance of a test according to preferences for font, type size, spacing, column width, and contrast between background, and also be able to record answers in a variety of ways, such as handwriting, keyboarding, voice recognition, sketching, video and creating models according to the demands of the questions. Digital tools and media make it possible to design ongoing assessments that support individualized differences in recognition, strategic and affective networks, and more accurately, as well (see section “Creating Accessible Courses and Syllabi” for more information on accessible text design).

To honor learner variability, accessible and flexible assessment advocates for providing a variety of means to demonstrate mastery of the learning outcomes. This involves eliminating any irrelevant features that may create challenges for particular learners and negatively affect their overall performance. CAST.org’s UDL guidelines of multiple means of engagement, multiple means of action and expression, and multiple means of representation provide a framework for accessible and inclusive assessment design.

  • promotes higher cognitive skills, such as synthesis, evaluation, problem-solving and analysis instead of rote memorization, recall or the mastery of test-taking skills or method of delivery
  • accommodates a variety of learning backgrounds and abilities
  • accommodates students with learning disabilities/impaired cognitive abilities that struggle with a variety of executive function challenges that affect their working memory, cognitive flexibility and inhibitory (self) control
  • more easily aligns with learning outcomes
  • allows instructor to evaluate what students can and cannot do instead of only what they know and do not know
  • often reflects real-world and more meaningful activities and is more practical for professional development
  • allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products
  • tends to be low-stakes and produces less anxiety
  • can be used as a preemptive strategy
     
  • more time-consuming to create
  • more time-consuming to evaluate
  • may involve subjective evaluation without objective or straightforward grading criteria
     

The purpose of this document is to provide instructors with examples and ideas on accessible assessment and how students can demonstrate their knowledge of the course content. All questions regarding SDS accommodations and policies should be directed to the SDS staff.

Sample Assessment Materials and Suggestions from USF Faculty