Equity by Design: New Models for Implementing Universal Design

Session Type: Coordinated Paper Session

Abstract

Principles of universal design have the potential to improve the assessment of diverse populations by expanding the ways that students may engage with assessments and demonstrate their knowledge and skills (CAST, 2018). Despite its potential to address equity, universal design has a limited but growing evidence base on its application for assessment (Ketterlin-Geller, 2005; Preiser, 2008; Thompson et al., 2002). Our community can provide insights into new forms of measurement of engagement (process data), synthesize research findings, and propose new models for communicating levels of efficacy and rigor of evidence informed research. These new models can then inform the next generation of the Joint Standards for technical quality (AERA, NCME, APA Joint Standards) and integrate with existing standards for digital accessibility (W3C) and culturally responsive assessment (Montenegro & Jankowski, 2020). Stepping beyond high stakes assessments, this collection of papers will address how new ideas of universal design can be integrated into assessment practices. The papers include a range of topics: a new framework, alignment considerations, student choice, and adaptations to improve accessibility. A discussant will respond on how the ideas in these papers can be used to support more equitable and universally designed assessments.

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Melissa L. Gholson, ATLAS, University of Kansas

Individual Presentations

• A Case for Reimagining Universal Design in Assessment Systems - Cara C Laitusis, Center for Assessment NCIEA; Meagan Karvonen, UNIVERSITY OF KANSAS

• Systems Universal Design for Standards Alignment - Anne H Davidson, Anne H. Davidson

• Studying the Role of Choice in Assessment Tasks: Process Evidence and Impacts - Meagan Karvonen, UNIVERSITY OF KANSAS; Brooke Nash, UNIVERSITY OF KANSAS; Robert Dolan, DIVERSE LEARNERS CONSULTING

• Designing Assessments to Improve Access: A Case from Early Mathematics - Leanne Ketterlin Geller, Southern Methodist University; Christopher Johnstone, University of Minnesota; Anne Hayes, Inclusive Development Partners

Discussant

• Molly Faulkner-Bond, WESTED