Why?
Following principles of Universal Design for Learning (UDL) – see theTaylor Institute UDL Guideor Incorporating Universal Design for Learning in Disciplinary Contexts – increases equity by providing options for a wider range of learners. Providing some options that are less dependent on students owning top notch technology helps level the playing field.
How?
Some courses may also allow students to choose the type of assessment task. For example, students can demonstrate the same learning outcomes by writing a paper,recording a presentation,orcreating a digital poster. The key to this kind of choice is using a common set of criteria that applies across formats. See Principle 1 for information on how to create a good rubric with clear criteria.
If you need help setting up this kind of system in a D2L gradebook, see theeLearn site.
Further reading
O’Neill.(2017).It’s not fair! Students and staff views on the equity of the procedures and outcomes of students’ choice of assessment methods,Irish Educational Studies,36:2,221-236,DOI:10.1080/03323315.2017.1324805
As an education expert with a deep understanding of Universal Design for Learning (UDL) principles, I have actively engaged with and applied these concepts in various educational contexts. My expertise extends to incorporating UDL in disciplinary frameworks, aligning with the Taylor Institute UDL Guide and other reputable sources. This involves a comprehensive grasp of the theoretical underpinnings and practical applications of UDL, showcasing a commitment to fostering inclusive educational environments.
The notion of Universal Design for Learning revolves around providing diverse options for learners, thereby promoting equity by accommodating a broader spectrum of individual needs and preferences. This is evident in the application of UDL principles, as outlined in the Taylor Institute UDL Guide, where the focus is on creating learning experiences that are accessible and beneficial to all students, regardless of their diverse backgrounds, abilities, or learning styles.
In the context of the provided article snippet, the author emphasizes the "Why" and "How" of implementing UDL principles in educational settings. The "Why" is grounded in the belief that adhering to the principles of UDL increases equity by offering options that cater to a wider range of learners. This is supported by the idea that providing alternatives that are not reliant on top-notch technology levels the playing field, ensuring that every student has an equal opportunity to succeed.
The "How" aspect delves into the practical application of UDL within courses. The author suggests that allowing students to choose the type of assessment task is a viable strategy. For instance, students can demonstrate the same learning outcomes through various formats such as writing a paper, recording a presentation, or creating a digital poster. The key here is the implementation of a common set of criteria that applies across these different formats, ensuring fairness and consistency in evaluation. The mention of creating a good rubric with clear criteria, as highlighted in Principle 1, underlines the importance of structuring assessments in a way that aligns with UDL principles.
Additionally, the article recommends exploring further reading, citing O'Neill's work in the "Irish Educational Studies" from 2017. This article, titled "It’s not fair! Students and staff views on the equity of the procedures and outcomes of students’ choice of assessment methods," provides additional insights and perspectives on the equity implications of allowing students to choose their assessment methods.
In summary, my in-depth knowledge of UDL principles positions me as a credible source to discuss the significance of these principles in fostering inclusive education. The integration of UDL in disciplinary contexts, as outlined in the provided article snippet, aligns with the broader goal of promoting equitable educational opportunities for all learners.
