Assessments

How do we know if students are making progress toward their learning goals? Both formative and summative assessments are instrumental in creating a meaningful dialogue between learner and designer. 

As UDL designers, it is essential to define the construct being measured so that unintentional barriers do not interfere with the assessment. In other words, we need to be explicit about our expectations so that we are assessing what we intend to assess and not other skills or content knowledge. Equipped with this distinction, we can then design assessments that are clearly aligned to the learning goal and that provide learnings options to minimize barriers.