ERIC EJ844633: Universal Design and the Assessment of Student Learning in Higher Education: Promoting Thoughtful Assessment

2006·1.5 MB·English

by  ERIC

Universal Design and the Assessment of Student Learning

in Higher Educatio

Promoting Thoughtful Assessment

Nicole S. Ofiesh
California State University, East Bay

Colleen M. Rojas
University of Arizona

Robin A. Ward
University of Arizona

Austral

Universe design, ape
informacion,

. Howevet the

Aciasituous ofbigherednesnon, dsiening asens-

lates canbe dt

inlar ug, Ts especialy sa
Aisiptne-has theully wiv are expen 1 esitsor hut
sho otis have litle profesiuzal oeeoarstion in eallege
tek ad assonecton. Couple this wi sureties
‘onepeling reset’ nd tracing comands. seul he
has the uforurate poestil a
desirable undenaking fr sue Caen
(Owor the passa decades, elusvters hav songht =
ianpseve mettads fo sesesssludent leaning, Fer ana
face aasonimnen! ef dawnlege far Lut potsan, n=
siiniag Eins with coyitive Unabilies, os we! a3 0
tative speakers oF English, 1s a motbfacele chal ene:
law do Faculy mmuibeisckeare asseneriems “har are ac
earl wy Eves pupultous While wpholirg the same
Seandands forall sles, eaburiag ara vige, a
wcosimag the full uxSuony of WeAe-anding (Hlaor,
19x44 loom, Malas & Tastings, 10; Gif 195%,
Krathwohl, luau, & Mosia, 1962)? Haas crn assess.
ments zeech divecse pepe'atinestheongh lnnguage fe,
‘wneubalry, wendingh Lie. 8.-200
ratte choice) and presetalius tog. compuse~ated,
papseperel three-esersinaly?

etal

em respons

Journal of Passsenondiny ueation snd Disbiay

1 inaiitional deivery systema, a3

presentaion of sadn learning Base re
Hp sige artonsiert

power ay fo prosote 32 sae
sme of this foro
seeconeary seine, ol Pins how a

sonal

omc

“The pugs of ths paper lu presen recommen
Vig feen the fe14 oP anivaraldssign as they apply ty
assesuaet a sC1d57T6 athe pestracondary level. The
recommendalivus ace gleaned fe tise models of ui
versal deen: Uuivesal Dosigh for Learr'ng (UDI.
Univeral Les fr Totzuston UDI) tad te ek Boo,
the Navicnal Cente: nn thucaunal Oalsanes INCEO},
Tua kleas posited rough ULL ant LDL are presented
ula inthis apevis eee an ill whe further slabo-
fated on, excepto Most heircontrstions ta asses
tent ef eludent Lenina. a ech a these modes ensaca
asses asesamet dtforendy, Th rasemmondatians ars
smtended te provide favly sabi services. ap cad
Snsteuctional personas (ace, sexthing verve: sll wit,
the bepianing stops os Foster the Tals of azeasaihls as
sessment fur st eacuca a zaiciont of Kigheredhsea-

ackgrnund

Ac the poasseandary lee, enurse nstracoon fof
‘et lista eaogs tag srongh oeme and eval
shed uving papesd SeXe, Tos, timed tors. AS a
Peal exam axe sully 456 scceasly

Woon 29, Sper 2 in

|
almisisteed 40@ graded, wets.y 122 tn eC am!
Ciple ei es ¢Cnr, 1987: Redriguen, 200) The
per of est are pve timed aevon ing Ww ks Yue?
Gt the class os npomet to cli of Eo 05 (Oe
Matte, & Rossel 2UGS), ade his sss fount
‘ae degree to hich the inmustusacquizesiafersali
egerding bv vol muons undersne varius concep
is dependent, in par, om the sey cee tk quertan. Yas
Cesigred (tg one that meanizes eppeetiog, rote
serany) (Haledvee, Dawning. d& Radvigier. 2007
Rodiigce, 2003), Fr, wise muluploeraiee Sans
1 uTeaey provide oth ascoasment daa, ears
‘ate ansat be paid ra forating rest ancl thy rhe
tests are scuessale law wide rege of seul i ee
loonie tormet (Rae Meyer, 2002,
‘When these qualtse of tat asin are taken mon
consherstion,ratine mlriplo choies toms cen
aval A 0st fs
ithe Isp oellageolastzcam, line ene is aise
‘ole slaiouship between rs test question cd que
‘of response, e alternative wy sto sess sales, Thus,
this conventinal approach snatruction and assessment
fam limi dhe wey ie ovhiev students oan deranestrats
‘slat the Los andiog, forsmadans with sah ies,
aqui 9 Lest se s00amtadations) in erst ensnze Si
aes, Though the Guliags ae mixed, wsraich oo aul
Wiple-choice lets hos called alu question dhe efficacy of
this “Sema in les of constituting en i2epute ar fair
ssesamere co? for var-cus pupulatiuns aad under dir
ing simacione (Abn-Rabia, 2015; roland, Yong- Win, &
Minaki. 2005; Coben & Bosctewivig, 2006; Klecker
2000: MeCuufcie, 2004; Rocziguez, 3005: Sluyven,
‘bach, Jarasens, 2005: Walker &: Thompson. 2811},
‘Moreever, brain reseacch cuntinues lo underscore the
in ius el os

Miller 2, 2002, Osta sa.
Sani, & Nichol. 2005),

‘Ab soreness 0° the linalions of eulivonal aston
rent ros, x nhift Unsvard more inclusive delevery and
cevaluasion of coarse concent 25 emegiag. uaing
pedagogies sch es UDL Glove de Mayes, 2002}, UDT

Seoft Shaw, de MeCiuire, 2005), ane universal incre
sional clesigh (Sve, Rowe, 6 Stitom, 953}. Lead
SSGon t the esslagrvent oF ayeurel eal ile-chojce
test, dvs ohn merase
fesperimerted aurh suariss, porsélins, sre. cub
hatin of est formate, comprner-hased ters, and Mex
ine tone enomgh asintve seanoegy. The rats a ws
feerch aesignsa te exeruine the vanity af skeenacive
binds of esseemen: is excerging, and Hike dhar of rat

‘Wager. Josie,

forasareimcat hee

IM tourna Posseconding baucction ane Duca

ple-sonize tats he Sinan ee mixed Uselend, eh
AOS: Caalar-Laais, Cok, & Aicher, 20018: Kl
240: a Sen, 1995; Seears, 19H,

In Tight af shore mixed tindings.sovera! punts re
peated smerge tha: sre cael 10 the devslogmgal sé
Universlly esi gwadaasesstais Regaulless et le pe
P unsesemen 4 [eeulty metubee designs fe. pve
short ansie:, oce, onecelation), effecsive axsessrreu
sau whon faculty: (4) ere clene pont about se.
‘eval of student urdorsending ciey soak fot. tena
enowlodge,eoliod era edge (bj wdect pont how
fxs amsermnert rele the goals end ohjeatives nf he
twachinglearsing dynes ant (6) anes op fant the
zoe uf ue i the sesersuend Rodvigue, 2008, 2008;
Sax, 199% Stigine & Couklin, 1992). In shum, thy ta
fs the arsersmenscan he considered the tore ching
inemion. 28 fazoley Tank thenugh what the oxpectie
{one are tor cron is term af laaring occ,
“That i, nsimesion ie planned fiom the end geet

Buckowned Besiga

Some thecrstsheve ref
stanton fom cs end goalas hacks dosiga
& MeTigis, (998) “Boskward design” is aot rectly
algae with usiverally designed assessment as iL ts
rosled in the Jeveloprient of ecriculum rather chen uni-
‘ess cca However, hacker design's acre! tt
sep inthe analyst of eureutum to ensure tha; i's
crate «@ paivecsl design and seeess, Ia backward
desig. the vutiulum becemes 3 uzans lv an end: that
is, the curculum is analyzed sc tha faculty mses
havea clear idee about so gnals end abjsstives (5, fhe
tical outcome} af the enurss tram the vary Seglaniy
‘Wiggins and Metighe (199%) enssurage inserts t
‘hike ereugh Sr cows content and ideal the d=
sired cults fou the pt the studs] Ev the one
One the sized revalls are ideale, they ure eessi=
feed im cesm of carpcula primates.” ‘hese carci:
princes are depiered ning onheee sss rings sbowr
in figure 1

‘Tro argow ring rgtesonts knosrledgs tha ay wl
bbe cover fu epi iy lass but dis “wor being ti
ilar wi Ta the ele sing, inpurtent hnowiedge
(Lets. concepts, and principles) end “skill (peace
steategies. unc ociods) are ierttied, According,

jgyins and Me Tike (2998), sult learn incor
ple wibou: rast se eesenlials. The saallast
ring is iowa a “eoduring” understanding. Enduring

ave The aapeuts of che coune tht

ides" us guiding Fores i stad will r=
rmemhzr tong afer tie devails ace Ket, Wiggins and

otis 19, Noombar 2
Figure 1, Curricular priorities and assessment,

wating,
tii ith

f

gor ands da

dung

c
Lateesoncing

os

G, Wiggins & J, Mcighe, 1998, Aloxondcia, VA: Understanding by Design, Rewinted
with permission, The Avapviation for Supervisim and Curriculum Development,

“MTighe panpase thet maduionalaper-penilbased quize
‘es ant fests hat use sexed esspanes(amrple-ehk
cruc-fabe, mulshingh and centered iesponse (she
inva, coaay Hist is best Cur kawledge Da: iv eassi=
fied ax worth bing dauiar wide" and “iaporlan lo
Ienow and do.” Herformance-baved tusks ane procs
lucene tasks “eat reqeirepraguesim or porfrmense)
fee hese for knowledge teat has bore lars as “en
uing” weaning, 96 ell a impsrtane9 kan and
a,

Inorder-oallon ferusiverlly designed ansessmects
1 emerge, sdnators, test developers, and disabiliy
servige provi rand the Wpemtance nt
Aligning astessmest with ensise chjesives 3 the iis?
‘phnning sage rather thanatthooad of namedon, Rather
‘ran ask ate end of nvraction, “Hoo and what should
1rassesa?” ene en aap nr eecommodase the 38

nex on soezssioie asemam tris designed “om £2 00
etn carson with ho gaa snl ohecriees afar
iow. Eeaphosing esigned principles may not
‘liste the ae ee <posific nscemnmdatons For sm

Journal of Powsecondory Eesti ened Dry,

leis with dicailtios, bu ema “vinnie che ned Sor
certain accommodations (Burpee 2005),Thus. itis
SUMS stige uf instructions) plannine thst universally
Uesigned assent cam be considera. fet, reseuh
indetes tat one oF Ge tens portant reamed
‘rons gleaned fio studies an test ffectivencss is erat
130 constrietnn shout relate alneoly 40 she spucife
nur of beavers erect inariconal
abjecttses TTuep, 1994) Nist 1989) noted. “he
Ue camaegusmeas of ang eas “ha ars mot adeustely
lunked 49 sammtin’ ineluce an inaceureue understand
ing thout Bie progrese stmtest are rsaking, the use of
inappiopsioe infoeawrion ro mas decisvas which af
Rel odes’ welfore, aad unweeet asesnuuens abuin
the effeu:iveuess OF iaseusiv” ip. 487

ponent ofl courses: tiger wlcatioa and. as devas
borevearel have showay iis cate part vt elective
iusteuvlion ang student

Petrne 1, MomierZ

EE eeE@E__|
‘besa iv; Balm & Mall, 2004: Towell & Note
2k), Tht inal olny of wssensmen: in relation to
ours goals and urvversal devign ws whut we tes>
aunghllsaes8 20." Torah areeamars sores
teat he otevtor snd the stoton. Whos an aseecameet
a eaneflly aligns serge content a6 Well § Whar the
eater pas Ie Acbiove in a eg ait, oF Sense,
‘ee insieutoy 2eceIves eae Feeek aa oo sell
Geinstrtiou spike la agcomplis his arr goalsant
bjectives, With his terfback, instustion ean
meived olives about the sukleuts’ beck
sand preoara.on for Ge zaleil saz
je roevalnated, and the apprpmatenes of the eourse
{ome and mrriale enn fo Teenider
ov exanpls. pan eefseion. an iraraero nay ind
‘har the classes designed vary ML br eat saris ets
ents ware nor engaged for neaznes not slated tn the
couse, A. dhooghdoll Jesignod sssessmem sate
Iss faculty w suublesbool tose reasons elated (othe
couse, e:esinleinelTetive delivery systems. and miti=
‘sirethe eportunsty forall studesto ahiove with equal
fecens ro Instrictin and astessment. Nat nl does &

‘accflly custo assessment prowl th instrceion with
ae clatity mesessery to design eu effective aud avves
sii iestrassonal dtivery stor, i allo the steal
‘a upporlouily to heron euguyed ia he euuivulaca vi,
2 clear set of eapectuiens und te dersunste his a hee
“snoveledge, and provides vehuale ferent es,
‘of whieh zens ar open sh professionel and educatiocal
Bloat,

“The ideas epoused Wy Wiggias ant Meine (1995)
provide « foupditiou fur astesstuent sus versal de
Sign, eepetally for faculty io sual “9 explore possi
biliies ufuniversat design. but eho cay fed revels
change curent practises. Once fooulty mershersienify
ry essential noweedge ta he gahied and skills ta be oc
avid by smdsurs cused i a conse. a8 We 68 the
Tbest mend for asssatcat, eleuteus of iv ennilly
‘esiyned aysesstcents ean be applied,

Uiversilly Designed Assessment

A tapupstf uniyenally éasied ussessment co
‘ests af anmaliade of consierstinn, nein Wat 0
Tite, subject somten.elsowonie lexi, Euglish
nrg age inage, foraliisionsteg, es. shore
time sits exzeharaeterisies acveerline fn the peal
und abjcouves of the sours, matmcton, and ira
Tonal delivery system, und ror. The udsa of eosigning
‘educational popertnisies thst uphold inssctui rigor
and cat are sccensbl fr the majority aflearrors holds
sreatappcal = mos facaey wha srahrce tsatking Fe

16

Sonn of Pastaveundary Lakcaton and Disabil

terse itt. a Suet alysis uf goals and objostives
Io: te ouse, wellaearing fully ean ran the risk et
sqmlyine erireipls of universal doz gn crar ey ahs:
rally (gd undesirably) change tis gnals ce Ghfetiver
{Once the most evteal asp cotese are clea tn
bor re teaser and th sues, scoops wie be oucee
Tully fie wt oh ie wn ua sense An eis
manner goals and chjectives assewtially serve us ¢
renclrip Yo the fink horses the cestion Wf accessible
strting aa aceite senate.

Like wniveislly desjgne istcuction. the parpass
universily des
rant cha allow pein of he wie range of stu
flenes and rosul i va iafeesnocs abowr tue perf
mange (Thampsan & Thorlos, 2002), This cin be
achieved forksth Wege-seale stoadaedized lets dela
oom “ate spaznicg fn Kinuorgicea postsecondary
locals The Type au seqpe uf the sasevement Uesign de
eas onthe purpose of ae est und the comsrues) hs
tg eceasured, [he averacaing aoe! aways the sun
havwevar: down af astermonts that allow foe meaning
fl intepretcion af porforrace wilh Uke grees a
496 fe Fnfovmerou hy Ese wide ange uf iid,

for Edcation Outcomes 66:80)
sng insiuctneal gral end objec
has ser. ntublisko one way eo hogin to este am
sccatsihleastessment shy applsiay sotte of the prin=
ples fone Nadozal Ceater for CUucutineal Ovtenees
UNCED, Reseantiers aw NCO have develoed a Vist of
yeas thal vomprise "unnverally designe ass
rents” (Chompson. Jofmstene, & Thanks 2002) (eee
‘Table :), While these elements ware designed spp
large-scale tse at 28 K-12 lovels, fer of he elemens,
rncples 4-7, can reaiy serves a guide fr the deve
‘puuent of elastsvom some saeal apecie ly ese majndny
‘uf lesls which have Inditionally been presented via
rial lex
_Amenable 10 acconsindaitone fpreneiphe 4), Univer
sally desgned assesemenes sho stam with the ution
of inclosivny and access. Hanveves, eve 2 all
hea nee for arcomradaton® an sori ess, ud ‘hetest
results shovid 30° iadeat: 9 yal cepreseulaliva of
sme’ pavfoenmace, Faculty test de
creme ease uf aecurmmodtinn uss and cents fon!
by exaplying the followung recoanmendations
TT Reviain Figo asing eles graphs or pictures, 28
‘yall a8 vo tial or siagosal tea
2 Plece keys snd gods dieclly under the lext where
they ate he pi
4, Include vostaloxmadeseriaivas tbat can he
lero in Tle wilh pietares or gts,

Votoms 38, Nambor 2
Yable 1

Blersene Guy

rss Designed Arsessmers

1 Inclusive msesement population

2. Previsely defined constructs

3. Accessible, nou-biasel terns

4, Smennble (a avvoromedations

Simple, cleat. and untusive instnitions wna procedren

6 Maxiasum readabisity und compreiensiblliy

1. Mainsum legibility

oral nto
fe 3). Sudenks frac divert ‘secegrenes
being foe avessamont situation a wiiety uf choc
tic Ib shel not he cealsaiec uspant ef We lst, Those
jncludea sous lite experieee, know ele. Fug. 1nge
SLi, ¢¢ exrrent ennesruration level, Th

su iastorons and procures nee tp be sl
tnd conan, wad nen sample wom, prastive cues
‘ions, and seoning cateia when epprprige (Thomason
cal, 2002). Furser. the west sboutd amegeure what
teal developer i.e the ireuctas gels the et fo mi

‘Maxie ee rrehenstbilits (prin
cinle $8 vatiety of Tacks om impact the rexdbbi-ty
land camprebersibiily of ext. The wording of to tema
shold sent ie conte preseuel as paca a come, as
apposed to che student reading ability. As woted &
NCLO'seyuthaseceporcon-enivarsally dayne assess-
mes. Catar ad Cla 1905) rscommrondd exghl eal-
abity guidelines fora pent “ators
1 Ue staple, eon comaanly used words, clminat

ing any unecessary Sorts.
‘When technical nm asthe
clearly dened.

i enmiponn emplex sents devi int
sevstal short sentences, sling the ost poet

idea tre
4. Tvedge one ew, ft. poco ie: ea

devo the ideas lata
5, Male a1 neun-pronoun relationships vee

resus

sy Bacon en Dea

lngarten-a the sontenee,

place them ale beginning uf he sutcec.

3. Ween presonting malnctou. sequence De steps ib
frseaee ander of octerence

#. IRpracesace ars being deserised make sue they #¢¢
simpy insane, labeled. aad ited clase io tke
ext they spon (Sze Fhesapson, ec. (2402) fora
‘aaaplee ist of sharasteivies of Logis text.)
Maxim fegibvy priocsoie 7). Lepr teteta

she appecerance of prin, end inches xl wraps, tables.

ilesarions, ar response formas: (ou. buble fers,

leading she esepa of vial spas herween ine).

Fine legis nl blk space, Scowseseommenda:

tinns for maximizing legit incl

1 avi gray seale end shading, particalurly sere
Pestiuent inemaion ic ro

2, Tu increge le se9dbii Yoe a wider range of
esos, itsreave fo seta Lepsins Fueés, eal,
2000): al east ¥5 pos or saan with viewl
immouirments

3. Make sure ype size [ur cacti, fouzuies. kbs,

and legend gat leat 12 prom.

ise tardacd tptace (Sendaré Typetaee) or

sldface, a8 opposes to all ep (STANDARD o¢

ites (standard

$F Inerase lading.
Gaster & Clare, 1995:
Baty

6. $e ont ay

Addin, 109%: Fenton, 99K
river 199%: Werden,

Jor thay eve deeametive or univ

Vane £8,

fa
The weonmmersnions cuted above aie jest w Se
couples of ine aseesements tan be proved iueseae
sceanibiliy, “Usiversl Design ean help ee ensics that
sssevsmeris Theses 4a eat prodoo tar

tng” (Lzampson, ea, 2002. p. 2), When cape wath
lablrition Mex i univeralte denned. theugheally do-
sigue assessinents ard backward desi

teal pride & 20mplete appre tn rsthikng.eamting,
snd assenemeal in higher education for all sts

versa eign fr Learning
the NCO recemtendativns cau be wvewely-ase-
fete teculy tomers who want tu ease info Ube ides of
surreal dosizn and te cet away’ Brom curTeRL2skesS-
Ione prectioza mx tep-by-nen preyression. These lex-
eto as en serve athe es steps tn the exo
Iativs ul uaivasay dos
TTacully tuezbers a en-p lo these echnqnes inal eat
ren docorcons that are puri of nstruclion and yssersmeat
(2, quinves, muliple ezaive exams, essay exons,
Fmploysng aspeets af universal eign i te devel-
pment af irarmenor-and assesment not oaly rematse
02038 tg informatie, italso provides opporteitss fo
sfudeus 2 dennastateknowledgein anmatine of ways,
i edition ade uitvcal metbeds ol tests ud supers,
Foresung univenitj-reolleye-level students weilen lex
ts one of: greater frustetions ara andrunces to aca
‘deme success. ang snudetsdisover thal there eg
hiiemnty mors a9 read im enltege ekan Core wes nigh
Sehael. In oer ta hovome cient rsaders, some sti-
deats ave leaned cote Giotowrasehay wae, Theie
Docks will ewntcu undeainiag, have wuugin wots, and
uray be ful uf ighljghls. However, uamy ot stu
dds nave nt xaetsre exove skills and have net
ped any ester eaping Feechanssm #5 Yeading and un
dotseveding their tex. Tis this type a learner tar 16
qiess an atrantive when worsing ith the widen to
owever. texts flexible This sy osunponent of
te wus: Usseminated by The Ceuler Cor Applied Special
ST has ntroduvel use! nf tent
sent ouee am alma fore
“Tow Moet ey oF wansfarmations a
-tauaifoatons and innavative toting als
0¢ alt tha feanres of psted wx” (CAST),
‘Thess text sannfounatons afer maRiale meats fr #2
dents to azzexe the mformanon provide! sn ther: ts
and to demonstrate them annvledge. In ation toa
zing waditonal esting. art paper evaluation tech igs
tsashers and prnfsatars map inagrats toe eanstounia
tion -gchnigues ta alle fra richer and mee near
fl learning experizase, Thess practises won icrps

re tsar of Peston Ectrction ond Disattiny

sie elvccrouie, text to spenclt video. rideodises,
hynercest und lyperolia inl forms oP leaching, kar
tng, and performance (CASI), la effect shes expect
swe genorateu soe eccuraseeoaleuton uf the kaw

jeara ewes paris bya student versus tec wh ie
Prov-ded mts more tadraona method of awe

As described ewer. rcany students have developed
sciogicithatsrahleciensmaespenense.mnder‘tand sad
‘eeaibcr the ween wer Haeever, these skis elie
many other seideus a: ‘he uaicesiy leael: Spee
‘gui a oas-o-speech sefbwane ows sens ith
variety of laine styles. wo gather express aodar
resent iaforcalion and hawrledige guid Ubrough the
lex. ‘This typeof solar con assist suena sual
seanning a pointed due-tner, a well a enabing bh
flere tn hasten to the deummane nit Id ils Ca ene
per highlights the rage ot the pants it Bcing wad
(Usurawell Edzentional Systems, Ine Clesaly "et tune
Tesmalin’ proves tbe wols ur pais seth which #21
denis am gten access to the sill nocesary to ectneve a
the partsceundary fovel. Providing suents with #
ible acess w mteumetien. > abiliey 1 lly participate
and engogs in r2ervetion, as ll a8 a Vater? of rae
to express snsrledge ave key objecives i Ce gl of
elective leaching al evan

Giatuorsal Design fr iran
‘invarsal design fae rsnmecon (UPN is 9 eeasept
that ns rarity applica researchers are Wewersty
ffCannestisarwhea using cnivesal desipu pists
the postzocasdag enieobeuest (Fobas, 2003). DLT &>
sibiily (or all slests ana ineludes sc-
urmodalivgs hat lrendy eerste bensfits many typos
ff lezmers, ‘The “uversa™ is UI dines nt imply thst
fe are fie all: inex, grsstes We need for Leable
evstonsiats content esigunveats, aud aelivilies. Ihe
LUI snnde? cower: on the impetanve of sncorporating
aspects of unirste design inte vollege asiruetion ad
astessarent proces
‘he GI famevork icumgue m har ety aks
‘upon dis hasie asvarprnsip‘es of univecsal desiue as
Aelicestod ay -stetchers st Noo Cavolias Sate Cai=
sity. ber als eis boo fasts thal fcr specie
cally ct the Tecaing euvieoument and its ampast an the
‘slucalivnil eavinoaert, fheve flocs, ar pres,
dan diver eepuesaly by De in'eslum end commun
tin amang stafents and herweer, stems aud Tally
(Sear, MeGnite, & Baty. 2002) Sien! leamaing
iowod as a solilortve process. wheat leorma 1k
eed tuough The seppun many people. enclading
hy, la st aest nporlact. ter seers. thin
Me IDI Fern Mi eullsburlie i refered w us 3

secs 1, Sumber 2
cemmmniny of learners, Al Sint
entry ta sack othe: "sommuny” undonstod #3 4
popston 29 teres na eammnnn let, dept
let oo a! nde 3 a ae
Uisidial and io u> her ehilig'm gain nse edge or a
derstanding by scaly. instruction. ne expecionze. Lew
fee within the TDL Gemewors studens, Evalyn
wouk ‘fll sles. Sta
ests are nt only Jet improve heir ovo seston
ingrid esting. bl bey a ih ae oo roger
lw nuisiaize euch vlbers Fear
“The prisiples of ULL bave slluoed assesses to
beconteaiore exible Thi in hed its x0eided 5: As
vwecs un equvulent, rather Uw kei, yppovtnl
slemonstnce ther udersunding af the muteiel thereby
joviag kotderne aicoess, Assesemeals, a4 they are
sd -prough the principles uf UDI, re beeumng ever
Students ne ency ged Ueroensrne
thcir knowledge threags the use of sults methads
hile the rslahiiy and éspencaiity atthe megs:m==
acut 899 iaet_ Ate postconadary level, ancgmre
Aliiaas fr seals wih Ssshlitcgsr0 eas! aD the
elbowed pede oss 19933 9 mmphs caper
lusites. Inteyeug he pinciphs of UD]
carler au one's pedayoyy ral ciasnouuu practices will
rot only upprupealely sis tenye al tudes it wil lk
rivnde wagon farancrensed leanings hough thepovi-
sion of imhadded flexhitgyan dang. tts themngh trove
‘seus ttregs that adept ences rar ean
Deve iteure! v the course conte

Summary

‘The mndols nf urivers” design presen hero sch
‘onibules 10 he notion of niverally designed assast-
ments Universo uesivned asesueats att tended
sm chro the need for accommodations by stuceals
with dishes. tated, ci hope that Laexe models
toc bo uss Sn combunation to erzaz mee efteien and
Sueesuie astesemoneanaie wth chelate 0% of sere
Jing all seis Dex. Some wniveraly designcd assoss-
reels ane zee aacasble a aeearsmodatian(s han tae
luionally desigoed wssesssents Tee purpose uf this 1-
ticle was to cee uivarezess uf ihe need ly ensure it
ssacssmarss hit y represent the poulsand objectivesof.
comies. aed 19 point out that these ussessmoute cea bo
crested w allow u valid tepresenisuur of student perlar-
nea with respeet tu the diversity bee pict ea

oorss un tegher evtca ion ws

tas cur hope thal tbe eeceum-sendaliuns presen 2
rem might sazvews par oP unseat dei weap.
sponsnred hy nicer of eabiityserieen or univers y

Jesaral of Pasecumdory Ecco: aml Pst

reaching comers, us well umsren'y ollicee dedicated
rot seal, Collbusalive earls uoross am-
poses are oe ning emerges uliintsrtersinhighar
feseaion resngn7e the gemcng diversing fen in
bight stuention (exe Unrerngy Syapesinn 2

Ing Ou Suatogies far Ascossing Stacur Leaun:e3
Ipeearizanaséup, As the off cnitinse, univer
desige ators neve ways of thanksng nat only in rerms of
yohecral azess, but coats teat 9 el

19, Mater? i

————————————————=e nk kn eee SSS<S
References

Alara, S. (2008). Cognitive and socal factors
‘esting sah stent earaing Pnash as thd
2 a Isecl, Easacioat Prvcoegs, 25

Ans, A (19991, dab
Cighlbewe

lous B.S. BU) (864) Taronomy of adrcorart
abjecrbes: The classification of cehcntional gad
back t: Copnitve domain. New York: Longe.

Blom, 8. Maki, #24. Hastings J 198!)
Evite 9 anger eo og, Meas. Ine

gern hee, Nowe Yow

Compunabiliy eC TOCTL CLT essay prot
reanonie mode analyses kdconionat & Pechobag
‘nal Mearavement, 6, 77-595,

Fingstehle.% (20083 Lnwerl dig of struction,
Retcivel Gotoher 17,205, tha he
washington eddo Faculty Seacogion aiversat

Cantor J. (1937), Developing multiple soit
ines, acing Devedonmuent nara, 4105). 8
88

Deroy, J.B-Buyutou. G ML, & Heager, 1D. £ (1193)
‘Bean wt i viel cone predicts individual
Uitéerences i reing pevfoemance: PNAS, 94,

513386,

Denti, €., & Lishorman, A. (ak), (1980), Tine io
earn, Washington, BC National Institute of Educ

Dolan, i. Pde Mall. TE. (2001, Unworsal design
Texrning: Implications fur largess a38essm0
104 Porapactves, 27). 2

Feutco, F, (98), The Macintesh fom Back: Ton
Teraghic ps, tesinigoes and renourees allel.)
Ueskeley, Ca: Peacapic Press

Fushe 1, #ueks, UEstua§, Matas C,, Binkley,
F,, ae Ciouer, K. (2600). Using ubjetive dats
scrnges to erkinse eacher judemetsabeul
sovuneeadations. Preeptional Chitdren, 670),
&

Galen, La @ Clark, €.119951. 4 gi
wllerate jeonats West Cotambia, SC: Cenler for
Ushsbililais Tecbotogy Services. (ERIC Daou

sil Ne, BE? ADSS

Guile, J.P, (859). Beesomatay, Now Yer:
‘MeGraweTLi

10 Joumat of

‘atsecondary Eecaen ome Disabil

alalyus,T. ML, Dus
(20121, A review ut ral iting
sguuelmes tr slasroumsaseessciem, pied
Mecrsvanient in uration, 15(3). 300333,

acpi, M. C.:1954, april, Devolaping end svaiuaing
eg teat The Tostring® Teseher 25-28

Howell, KW. de Never, V2, Ca eat Paece

ing ud dosing (4 ef).

Beloionn, 24: Waaewont Thomson Leng
Iecubsez.R.{1993, Wat i goud tesicg? Perceptions
if oallage students, Cidleze leaching. 42, 83-156,

Johns, £20 ign fe names,

VL 200). Assessing studonts in a greats
tests and easnemens sans: Casnging ts else:
own iste, Colley Shalom! Fwnal 34. 155-161

krathwehl, B., Blous. B.S. & Music. D. (1964)
‘tasonaney of educsniona ebiwetirac: The aba
bot efilasasnal gout, honk Mo dfestve domain,
‘New Vouk: Longa

Kucwsvel Education Syoterss. Tac silale ov
‘ural website, ls gslwwe aucesrledu cont

Lar. de Suen. 11K, (1995), Assessment oppeodetes
and cogqilive style, Jone of Rdceviral Me
evs, 32,11

IMeConbtic, P2081. Inpenving the aires of
‘ulbiple-cice questious 0 Utamate 1e¥iew
Medios! Tecchor. 208. 708.712

Milles, MU, sa Lior, .,, Wolford Hse
TC, VelsongkarSreyth Fai. $., Grail S
CGanzanigs, M.S. (2002) kateasive individual
\iegonces 9 brain aceeation® associate with
episodic ccrigyal are rliahts ovr ame 1
Cagnisne Neuroscience, M4 (200 124,

Newman, MI. & Kustak A. (2000). Spatial metaory
find aging: Perfcmmanee on humus aml the
Moree Water Mane, dpe. eurmpavetiology &
Gagritin 7, 86-93,

ithe, A. T-(19R6) Designiag ters thec ntograted wath

ia IVR 1 Vin (F4.), Berson es
3), New Yorks

af

surement, OMe, ep.
Macaitten tbls
Ofech.N., Motlee,N., & Ross, A. (20053. Using
‘pecdel cogulive, nding, and acatamic meacsres
ti deterine te sve [ur extended rest time amang,
tuisezsily sents eth Isanisg Seabilas, 510
ral of Poychveetysanoddesagrmn, 24. 35-52.

Vote £9, Samer 2
Oust. M, Osos N., Konan, H, Morcha, Ma,
Fukuyama, H.Aso, "a Shibaseki, 1 N07
neal Pasis of indviualsitheeces in WorkL3g
mening capacity: An PMT dls, Mure age
1543), 789-797

Rodrigue, ME
rete

{(20U3}. Construct equiveience of
oie cal sonst ete-respouse ile: A

random of8ot syartesis uf armen dons. Jonna!

Esha! Mecwtemnen, 4012), 13-135.

Rodriguez. MLC. (205. 'I2ree apps azo opal tbr
‘ulli-etnee exam: A rotaanalysin nt 80 years
or rereareh
Prictoe. 24,303

Rose, D. Kya Meyer, 3. 202), Teasing every
suns the aga age. Alcxancia, Va: Agsncia
ion for Supervision aud Curriculum Devslonment

Son. G (19971, Principles uf echcetional anal asyco-
glen! mesimreneny ad evaiasion (4 el)
elon CA: Wadsirnth

Sehr, KS. 1997), Dynami dt camuent leg
‘New Yad Ja Wiley fe Sope, Ine

Soul S., MeGuise, ML, & Emity.P. 20N2) ESuaue

ans ct sheet, Stu: Dae

sity uf Conneutiur, Ceutes su Pox seconde
Fdnoavon and Disability Rerievell October 1

2005, tio psec faculeyweare conn.

hoane fi.

ams, S.A. (1996), Cullibucative ants Ioan,

aos, Callage teaching, 44, JLL-AL2,

sigan Ra Conklin NE. (19823.
ends: fmverigaring es af
sseessovint ATbary: SUNY Press

rayeen, K. Doris. FE & Seuss, §, (2005).

Srarere's peeepliuns abuuteyzhualion and assess

teu i bigher sdusanone review. dsesnent

Evatvation in High Eascation, XA), 325-351

thompson, $. J, Tohostens, C1, S¢Thvton, MLL
(2002), Univeral eenge pyc o katge soaie
aresenens (Syaleris Report 48, Minveapalis
University of Minnesota, Nalioil Center on Fades
tioaal Outcomes

Thaxapson, §,J4& Thurlow, ML. (2002) Lversully
designed eactauuens: Boece rests For overyene!
Polzey Dicecieue, Ne. 1), Minasapois: Univesity
‘of Minzesola, Natiens! Center on Education)
Oxxeemes

‘ile, C.K. (1984), Toward an sducanonal psycho! egy
‘of ussesacseat fa tealng av carrng: Theor
conters. unl vaiiaivu asueats, Eebationat
Peyote. 24, 249-162,

i nae td

aural of Postooconsory Puce

Wager, TD, Josides 1. Suit, CI, & Wiekale, 7,
£2905). Towel nemonay af unastim sitehgy
Inveduad dizierenoee i EMI aveng neg shit
Iypes. Copnitive. feria, a Ue
eience, 2-1

Weller. D. ML ae Lauripson.J.8. (23. note on
tualigle éiviee esas wil expect i aude rise
prsiereuce and vonfdeace ace otet vatuatons
In iigher bavcation, 2802, 261-267,

‘Wiggins. Av MeTaghe, 11098), Lidersenating by
deiga, Aleeandia, VA: Acta sie foe Stperssivat
aad Corvignlum Development.

Whedon. E, (990), Frgoacions ened itoraeye Mire in
fasts hap dT, (PRTC. Dotan
Nanator 328 991)

Vege 39, Nena 2 1: