Assessment

Questions to Inform Design

• How can I provide students with multiple options for demonstrating their learning and taking part in activities?
• How can I give students an opportunity to include their own critical thought, research, and opinions in the assessments?
• Which course assessments or aspects of course assessments, if any, may be challenging for:
  • • Students with visual disabilities?
    • Students with auditory disabilities?
    • Students with cognitive disabilities?
    • Students with motor disabilities?
    • Students with English as a Second Language (ESL)?
• What technology and/or resources needed for completion of assessments may pose accessibility challenges?

Resources for Support

• How to Make Information Accessible
• Do’s and Don’ts for Teaching English-Language Learners
• The Critical Thinking Academy: A Model for the National Assessment of Higher Order Thinking

Checkpoints for Universal Design

• Assessments allow the student a broad range of choice of topic, research, and presentation.
• Technology or materials needed for completion of assessments are accessible.