Providing options regarding how assessments are submitted allows learners to leverage their strengths to demonstrate their knowledge in the best way they can, while supporting educators 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 meet the learning outcome(s) supports a more inclusive and equitable learning environment.
While it is not always possible to provide options to learners about how they submit every assignment 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 designed to measure, as opposed to the submission method. For more information on creating rubrics with UDL in mind, review the Rubrics with UDL webpage.
- Consider an assessment method already in your curriculum and determine if there are alternate ways learners could demonstrate the same knowledge, 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 created website
- Presentations could be done in person or via video.
- Reflective journals could be completed in writing, using a blog, a video log, or as 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 given the course context.
- Provide explicit instructions on the assignment outline of the submission options available. Offering exemplars of assignment submissions are ideal.