Lecturette 2:Lecturette 2: Educational Mandates & Educational Mandates &
Universally Designed Large Universally Designed Large Scale AssessmentsScale Assessments
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A Review: UDL A Review: UDL CurriculumCurriculum
Asses
smen
t
Studen
t-
Cente
red
Media,
Media,
Methods
&
&
Materials
Materials
Outcome
s
Asses
smen
t
UniversallyUniversallyDesignedDesigned
CurriculumCurriculum
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Framing UDL into Framing UDL into National LegislationNational Legislation
NIMAS AYP
IDEAIDEA (2004)
NCLB NCLB (2001)(2001)
ADAADA(1990)(1990)
Applying UDL to the
classroom
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Framing UDL into Framing UDL into National LegislationNational Legislation
NIMAS
IDEAIDEA (2004)
ADAADA(1990)(1990)
Applying UDL to the
classroom
Special Special Education & Education & Civil Rights Civil Rights LegislationLegislation
Access, participation &
progress, promoting inclusion & integration, instead of
separation & remediation.
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Materials: NIMAS Materials: NIMAS InitiativeInitiative
Special Special Education Education
Legislation:Legislation:Access to Access to
alternative alternative materials;materials;
Content should be Content should be the same, media the same, media
and materials and materials vary.vary.
NIMAS
IDEAIDEA (2004)
Applying UDL to the
classroom
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Equal Learning Equal Learning Opportunities: NCLBOpportunities: NCLB
Federal Federal Education Education Legislation:Legislation:
Measures schools’ and students’ achievement
Measures progress of students in subcategories according to race, language proficiency, or disability, in order to observe the progress of these categorical groups of students.
NCLB NCLB (2001)(2001)
AYP
Applying UDL to the
classroom
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Assessment: NCLB & Assessment: NCLB & AYPAYP
Federal Education Federal Education Legislation:Legislation:
All students held accountable to state-mandated tests.
Need for flexibility and access for all students in test format, not only for “exceptions”—students that require “alternative assessment”
AYP
NCLB NCLB (2001)(2001)
Applying UDL to the
classroom
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Standards and OutcomesStandards and Outcomes
NCLB NCLB (2001)(2001)
Applying UDL to the
classroom AYP
State Standardsfor grade level
• Assess standards for inclusive wording•Differentiate between outcomes and methods
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Rationale for Universally Designed Rationale for Universally Designed Large Scale AssessmentsLarge Scale Assessments
Each child in school is a part of the population to
be tested.
Results should not be affected by disability, gender, race, or English language
proficiency.
Universally designed large scale assessments may reduce need for
accommodations & alternative assessments by eliminating access barriers associated with non-universally designed
tests.
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Universally Designed Universally Designed Large Scale AssessmentsLarge Scale Assessments
President’s President’s Commission on Commission on Excellence in Special Excellence in Special Education (2002):Education (2002):
Incorporate Universal Design in Accountability Tools:
“Ensure all tools used to assess students for accountability and the assessment of progress are designed to include any accommodations for students with disabilities,” (p. 21).”
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Seven Elements of Universally Designed Seven Elements of Universally Designed Large Scale AssessmentsLarge Scale Assessments ((Thompson, Johnstone, & Thompson, Johnstone, &
Thurlow, 2002)Thurlow, 2002)
Maximum readability and comprehensibilityMaximum readability and comprehensibility
Accessible, non-biased itemsAccessible, non-biased items
Precisely defined constructsPrecisely defined constructs
Amenable to accommodationsAmenable to accommodations
Simple, clear, & intuitive instructions & proceduresSimple, clear, & intuitive instructions & procedures
Maximum legibilityMaximum legibility
Inclusive assessment populationInclusive assessment population
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Developing & Validating Developing & Validating Universally Designed Universally Designed
Large Scale AssessmentsLarge Scale AssessmentsInclude disability, technology, and language acquisition experts
in item reviews.
Provide professional learning opportunities for item developers and reviewers on use of the considerations for universal design.
Present the items being reviewed in the format in which they will appear on the assessment.
Include standards being assessed with the items being reviewed.
Try out items with students.
Field-test items in accommodated formats.
Review computer-based items on computers. (Thompson, Johnstone, & Thurlow (2002)