UDL and Accessible and Alternative Assessment
Opposed to traditional assessment that often typically evaluates students’ knowledge by means of true-false, multiple choice or short answer questions, alternative assessment, also known as authentic or performance-based assessment, allows students to demonstrate their knowledge while performing meaningful tasks that may involve critical thinking, problem-solving and/or creative skills.
When referring to students with learning disabilities, the National Center for Educational Outcomes states that “alternate assessments provide a mechanism for students with the most significant cognitive disabilities, and for other students with disabilities who may need alternate ways to access assessments, to be included in an educational accountability system.”
In accordance with the principles of Universal Design for Learning, eliminating potential barriers to learning, will enable all learners to benefit.
Before You Get Started: Introductory Materials
- provide multiple means of engagement to enhance motivation and persistence (the “why” of learning - supports, interests, motivation)
Examples: providing a variety and options of assessments that are sufficiently but not overly challenging to reduce anxiety - provide multiple means of action and expression for students to demonstrate what they have learned (the “how” of learning that allows students to express their knowledge without any potential barriers; think “high expectations but flexible means”)
- provide multiple means of representation of the assessment items (the “what” of learning that address any potential barriers to learning; this involves using multiple formats and modalities to present information)
- inclusive
- precisely defined constructs to remove all barriers
- non-biased items
- amenable to accommodations
- simple, clear, intuitive
- maximum readability and comprehensibility
- maximum legibility
- provide variety of assessment options and allow choice to demonstrate knowledge
- physical impairments (e.g., hearing, visual, movement, illness)
- neurodiversity/learning disabilities/challenges with executive function (e.g., dyslexia, poor working memory, poor inhibitory/self-control, poor time management skills)
- chronic health issues
- construct irrelevant features (e.g., culturally-specific or culturally-biased information, unknown technical or academic language, reading comprehension in a math exam - see the next section for additional information)
- not having enough background information or the required skills to perform a task
- forced time-limits to complete tasks
- environmental barriers (e.g., poor lighting in the classroom, limited physical space, exterior noise, highly trafficked location, poor audio/visual equipment)
- anxiety
- depression
- life-altering events (e.g., death of loved one, loss of income, global pandemic)
When creating assessments, it’s important to only assess the knowledge, skills or abilities that we want our students to be able to demonstrate, which are known as constructs.
- An assessment can be considered “construct irrelevant” if its methods and materials require additional skills and understanding that are not relevant to the construct being evaluated.
- Construct-irrelevant features of assessments may pose barriers for some students, preventing an accurate measurement of the construct.
- motor coordination (handwriting or typing skills)
- short-term and working memory
- organization and time management
- focus and attention
- ability to work under pressure
- the ability to read
- the ability to write
- Math assessment that includes questions phrased in lengthy and complex passages to assess students’ understanding of math concepts
- Essay exam in a Biology class that is both timed and closed book
- Written journal entries in a foreign language conversation class
- Including fill-in-the-blank questions when evaluating the ability to write a formal letter with connected discourse