1. Rethinking Summative Assessment UDL and the Dreaded Unit Test

2. Reminder: The Three UDL Principles A universally designed curriculum provides students with –Multiple means of acquiring content and knowledge [Representation] –Multiple means of demonstrating their learning [Action & Expression] –Multiple means of engaging the students’ interest [Engagement]

3. My Test – Barriers to Access

4. Representation Barriers “I can’t read this.” “This print’s too small.” “I don’t understand the question.” “What does that word mean?”

5. Action & Expression Barriers “I can’t write.” “How do you spell that?” “I print too slowly.” “I spent all my time on the diagram!” “How do I start my answer?” “Look at those clouds.”

6. Engagement Barriers “I’ll fail again.” “I’ll fail again.” “What, no cedar question?” “This is boring.”

7. Conclusions Each barrier posed by this inflexible test could skew assessment results This test may not accurately measure student understanding of West Coast First Nations I as a teacher could make poor instructional decisions based on faulty assumptions

8. The UDL Solution: Provide Assessment Choice PostersE-Portfolios Oral Presentations Puppet Shows & Plays Videos Other?Websites Interviews & Observations

9. If Only a Test Will Do: Step 1: –Determine specific learning intentions being assessed: What knowledge, skills, concepts, etc. are you trying to assess? In this case, knowledge of West Coast First Nations –Not reading comprehension, writing skills, spelling, organization, etc.

10. If Only a Test Will Do: Step 2 –Identify potential representation, action & expression, and engagement barriers Step 3 –Design a Universal Solution FOR EXAMPLE:

11. Offer a Digital Alternative Text-to-voice Voice recorder Voice recorder Multiple content paths Multiple content paths Adjustable font Adjustable font Vocabulary supports Vocabulary supports Writing prompts Writing prompts “When the supports do not undermine the central goal of the assessment, it is perfectly reasonable and, in fact, more accurate to include them.” Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Online at http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_5.cfm.http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_5.cfm “When the supports do not undermine the central goal of the assessment, it is perfectly reasonable and, in fact, more accurate to include them.” Rose, D. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Online at http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_5.cfm.http://www.cast.org/teachingeverystudent/ideas/tes/chapter7_5.cfm

12. Conclusions UDL dovetails neatly with all our Assessment For/Of/As principles We see UDL in action in many classrooms, even if it’s not labelled as such

13. Our Future is Bright

14. Thank you