Universal Design of Assessment

Application of Universal Design Standards to Classroom Assessments

There are seven broad, established standards for universal design: (1) equitable use, (2) flexibility in use, (3) simple and intuitive use, (4) perceptible information, (5) tolerance for error, (6) low physical effort, and (7) size and space for approach and use. Each of these general standards has been interpreted in the more specific context of educational measurement.

According to the work of Sandra Thompson and colleagues, the goal of universal design in assessment would be to allow participation of the widest range of students and to produce valid inferences about performance for all students who participate in the assessment. Although no assessment will be completely accessible or valid for all, the objective is to be as inclusive as possible. Some of these interpretations match directly to the broad seven standards and some do not: (1) inclusive assessment population; [Page 1761](2) precisely defined constructs; (3) accessible, nonbiased items; (4) amenable to accommodations; (5) simple, clear, and intuitive instructions and procedures; (6) maximum readability and comprehensibility; and (7) maximum legibility.

So what do these standards look like when they are applied to classroom assessments? A teacher-developed classroom assessment or a standardized commercially produced test built under the philosophy of universal design may on its face look somewhat similar to an assessment from 20 years ago, although there will likely be some noticeable technical differences (e.g., larger fonts, more white space), and the wording of directions and questions may be simplified. More significant differences, however, are likely to be in the choice of tasks, questions, administrative procedures, and in the planning.

Each universal design principle has been translated by educational researchers into concrete implications for assessments:

1. Inclusive assessment population. Assessments provide opportunity for participation for all members of the target population regardless of physical characteristics, culture, linguistic background, or cognitive abilities. This information is difficult to “observe,” but most teacher-developed assessments are consistent with this principle.

...