First steps towards implementing Universal Design for Learning to support equitable assessments
DOI:
https://doi.org/10.52041/iase2023.404Abstract
Universal Design for Learning (UDL) promotes inclusion of a diverse set of student learning needs and is beneficial for improving student learning outcomes regardless of physical or neurological ability. Yet instructors may ask themselves, “Where do I start?” in terms of implementing UDL strategies in their courses. A review of relevant literature for the application of UDL strategies for assessments in post- secondary mathematical and statistical education is provided. A list of nine basic changes made by instructors to improve the accessibility and inclusivity of assessments in their courses is offered. Such changes are intended to provide immediate impact with relatively low effort aimed towards instructors with minimal UDL experience. Two case studies focusing on the implementation of UDL strategies for assessments in statistics courses are included for reference. This paper serves as an introduction into the realm of UDL and, more specifically, UDL practices for assessments.References
Black, D. R., Weinberg, L. A. & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1-26.
Block, R. M. (2012). A discussion of the effect of open-book and closed-book exams on student achievement in an introductory statistics course. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(3), 228-238.
CAST (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Dahlstrom-Hakki, I. & Wallace, M. L. (2022). Teaching statistics to struggling students: Lessons learned from students with LD, ADHD, and autism. Journal of Statistics and Data Science Education, 30(2), 127-137.
Ketterlin-Geller, L. R. & Ellis, M. (2020). Designing accessible learning outcomes assessments through intentional test design. Creative Education, 11, 1201-1212.
Kumar, K. L. & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125-147.
Lazarus, S. S., Johnstone, C. J., Liu, K.K, Thurlow, M. L., Hinkle, A. R. & Burden, K. (2022). An updated state guide to universally designed assessments (NCEO Report 431). National Centre on Educational Outcomes.
McGuire, J. M., Scott, S. S. & Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and Special Education, 27(3), 166-175.
Nieminen, J. H. & Pesonen, H. V. (2020). Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, 10(1), 12.
Rao, K., Ok, M. W. & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and Special Education, 35(3), 153-166.
Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61.
Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Stylus Publishing, LLC.
Tobin, T.J. (2019). Reaching all learners through their phones and universal design for learning. Journal of Adult Learning: Knowledge and Innovation, 4(1), 9-19.
