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)