Providing options regarding how assessments are submitted allows students to demonstrate their knowledge in the best way they can, while supporting faculty to more accurately assess what a student knows. Removing barriers that are not related to the learning outcome(s) and allowing options regarding how a student can show they met the learning outcome(s) being assessed supports a more inclusive and equitable learning environment.
While it is not always possible to provide options to learners about how they submit every assessment in the course, offering even one submission option will improve learner engagement and allow for multiple means of action and expression.
When creating the assessment rubric it is important to ensure it is based on the learning outcome(s) the assessment is meant to measure, as opposed to the assessment method itself. For more information on creating rubrics with UDL in mind, review the Rubrics with UDL webpage.
- Considering an assessment method already in a course, determine if there are alternate ways a student can provide the same information, but in another format. Here are just a few examples:
- Discussion posts could be done in writing, audio, or video.
- Essays could be submitted in writing, a comprehensive infographic, or website.
- Presentations could be done in person or via video.
- Reflective journals could be completed in writing, using a blog, a video log, or in photographs or works of art.
- Determine which submission options are feasible, taking into consideration marking time, grade value of the assessment, etc. and eliminate the ones that would not be possible.
- For example, setting up an open house for students to present their work to other students, faculty, and community may be a great assessment, but requires space that may not be available.
- Provide explicit instructions on the assignment outline of the submission options available. Offering exemplars of assignment submissions are ideal.