Supporting Diverse Students and Teachers in Effective Classroom Assessment Through UDL

Effective Classroom Assessment Through UDL

Supporting Diverse Students and Teachers in Effective Classroom Assessment Through UDL describes a four-year, US Dept of Education-funded collaborative project—I-SMART

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About
This session describes a four-year, US Dept of Education-funded collaborative project—I-SMART—which is leveraging UDL principles to develop (1) rigorous science assessments for students not meeting grade-level standards, including those with significant cognitive disabilities and (2) an innovative, flexible score reporting dashboard to help teachers adjust their instruction based on assessment results. Assessments were co-designed with students to provide rich, interactive, and engaging scenarios that allow flexible means for students to understand what is being asked of them and choose means for responding. The teacher dashboard was co-designed with teachers to provide multiple means for engagement, representation, and action & expression, as well as scaffold them on more difficult processes, such as interpreting dynamic learning maps. Prototypes of the assessments and the teacher dashboard are demonstrated, and preliminary research findings are shared.

Session Video Recording
Interactive Notes Document

Authors/Creators
Bob Dolan
Kim Ducharme

Resource File Type
Document
Video

Accessibility
WCAG v2.0 AA

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Posted date:

November 24, 2020

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Experiencing UDL Principles in a College Classroom

This conference proceeding describes an initiative that introduced UDL principles to pre-service teachers in a higher education curriculum.

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Twenty-nine pre-service teachers, enrolled in a Universal Design for Learning and Assistive Technology course, participated in this project. The results, featured in this short conference proceeding, focus on artifact data depicting student responses to multiple means of expression options. The discussion includes recommendations for future research and practice.

Authors/Creators
Aleksandra Hollingshead, Ed.D and Karren Streagle, Ph.d.

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Posted date:

November 27, 2018

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