This list is taken from the paper of the same name by Nikolas Zelem, Chelsea Uggenti, and Diana Skrzydlo, published in the IASE conference proceedings.
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 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. The strategies are listed in ascending order of required instructor efforts.
- Group Work/Collaboration Options
Provide options for students to work in pairs/small groups to submit assignment/project (or quiz/test). Reduces grading burden; encourages authentic collaboration.
- Flexible Grading
Allow multiple attempts at online auto-graded assessments; drop lowest X of Y similar assessments automatically; adjust weight of midterm(s) based on performance. LMS assists by handling grade calculations and any key assessments that cannot be dropped can be specified.
- Flexible Deadlines
Allow students some (limited) flexibility when submitting assessments. E.g., “slip days” or late assignment “tokens” (require tracking), automatic extensions, or extensions if student sought help.
- Extra Resources on Tests
Provide memory aids or helpful technology to all students. E.g., reference or formula sheet (created by instructor/student), calculator, dictionary, or even a word processor/computer.
- Extra Time on Tests
Provide additional time to lower time-related stress barriers for all students. If it is logistically difficult to book additional classroom time, design a shorter test given the time available.
- Self-Assessment/Diagnostic Questions
Create and provide students with self-assessment questions to check their own knowledge preparedness. E.g., questions from past terms, common student misconceptions/mistakes, or a list of things they should know how to do. Answers may or may not be included (useful either way).
- Clarity of Expectations
Give explicit instructions about how/when to submit any assessment. Link assessment to learning goals for the course (consider a “what/how/why”). When necessary, provide a rubric and examples of previous student work (with their consent) to show students what is expected of them. If any specific software is required, instructions or practice on how to use it are valuable.
- Choice of Topic
Allow student agency in the choice of a meaningful topic for an assessment. Encourages students to engage authentically with course material. E.g., Provide a list of potential topics, allow any topic within specific parameters, or leave topic(s) completely open. The importance of providing clarity of expectations increases as flexibility/openness increases.
- Choice of Deliverable Medium
Based on learning outcomes assessed by project/assignment, consider whether they could be demonstrated in multiple ways. E.g., if written communication is important, allow students to choose between a report, poster, or pamphlet. If oral communication is the goal, allow students to choose between an in-person presentation or pre-recorded video. Allowing multiple means of expression lets students demonstrate their knowledge in the way that works best for them.
