Skip case description and go to case responses

"UDL: Test Options" Case

Please read the following Case Description and possible Case Responses in this case. Select the button next to the best response. Then, click the "Answer" button to see the results. [See Scenario Ratings before you answer.]

Case Description

Below is an assessment created for a freshman art history course. There are 65 students in the class. One student has a severe visual impairment, but no other students have come forward to disclose a disability. Analyze the assessment presented below through the UDL lens. Please review the following test items and be prepared to recognize barriers present in the methodology for assessing the students, identify potential UDL solutions, and specify technologies that might help to reach the solutions.

It is important to note that when designing instruction and assessment careful attention should be paid to the goals. Goals specify which aspects of instruction and assessment are central (and therefore, must be held constant) and which aspects are not central (and therefore, can be varied). Students' individual differences in recognition, strategy, and affect require that goals be set carefully. A goal that restricts students to one type of content or one method of expression is not likely to be attainable for the entire class. By reframing goals to allow for multiple media and means for expression and engagement, we can offer more palatable options for all students.

What are the potential solutions when applying UDL to this assessment situation?

Example Test Items:
The first 15 minutes of the 60-minute exam period, students view slides shown by the professor. Each slide is on the screen for 3 minutes (total of 5 slides).
Slide 1
1.Identify the era (period) within which this painting was most likely created?

2.List two other styles this artist is well known for.

The following items are short essay responses. No visual stimuli required.
a.Describe the events that were thought to have inspired Picasso in his cubist period.



b.Henry More is best known for his sculpture. Describe the unique characteristics of his medium and style.

---

Case Responses

Select the button next to the best response. Then, click the "Answer" button to see the results.

Response 1.
Offer students choices for demonstrating knowledge and in test format. For example, a digital version of the test would allow students to use text-to-speech software for reading and responding. Students could also respond by audio taping answers or participating in group discussions versus writing responses. Text and visuals could be enhanced with tactile diagrams, in-depth narratives, and atmospheric sound compositions.
Response 2.
Give the student with visual impairment an alternative test. The student should work with the Disability Support Services (DSS) office to make arrangements for the alternative test. Everyone else must take the "regular" test, since no others reported a disability. Students need be treated the same in class and in testing to have an equitable and fair education.
Response 3.
Have one student describe the slides to the student with the visual impairment. After that, the student with the visual impairment should be able to complete the rest of the test because it doesn't require visual stimuli. To record their responses, the student with the visual impairment could audio tape their answers, have a scribe write the responses, or use speech recognition software.