Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment

Rose, David; Robinson, Kristin H.; Hall, Tracey E.; Coyne, Peggy; Jackson, Richard M.; Stahl, William M.; Wilcauskas, Sherri L.

doi:10.1007/978-3-319-71126-3_11

Cited by 24 publications

(27 citation statements)

References 13 publications

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“…For example, learner comprehension of material, traditionally accomplished through direct instruction, can combine formative check‐ins through techniques such as short video lectures that embed the ability to ask and answer questions from the educator and other learners alike. The learning environment itself can simultaneously provide formative feedback from the multiple sources (Rose et al., 2018).…”

Section: Online Formative Assessment As Authentic Assessmentmentioning

confidence: 99%

Formative assessment and scaffolding online learning

Marquis

2021

New Dir Adult Contin Educ

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Section: Online Formative Assessment As Authentic Assessmentmentioning

confidence: 99%

Formative assessment and scaffolding online learning

Marquis

2021

New Dir Adult Contin Educ

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“…Various ways can be conducted to improve selfassessment such as requesting student to review the portfolio result and choosing the best result [10], fulfilling simple questionnaire using gradual instruction [11], systemic instruction [12], and designing learning process in the frame of UDL [13]. The increase of self-assessment for SEN can be achieved with various strategies, followed by creative initiative, considering the individual condition since the beginning, developing models by research, and necessarily identified and practiced with various approaches.…”

Section: Introductionmentioning

confidence: 99%

The implementation of Self-Assessment of Student with Special Educational Needs at Inclusive School

Dharma¹,

Hermanto²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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This research aims to find out the implementation of self-assessment and ability of selfassessment of student with special educational needs (SEN) at inclusive school. This research applies study-case approach to 10 SEN with mental retardation variation, autism, muscular dystrophy, slow learner, and low vision in semester 2 in 2017/2018 school year in Tumbuh High School (THS). This article defines the implementation and ability of selfassessment of SEN viewed from aspects of attitude, motivation, anxiety, concentration, time-management, self-assessment, and searching of learning source. The research results shows that the ability of self-assessment is quite varied since THS applies the medium self-assessment with project strategy adapted from International Middle Years Curriculum (IMYC).

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“…Creating the path of successful inclusion for students with different needs, the UDL helps provide an engaging, accessible, and expressive learning environment (Evmenova, 2018). Rose et al (2018) emphasize that the UDL focuses on weaknesses and barriers in designing the learning context itself, not on the learners. One of the primary goals of the UDL framework is to improve and optimize learning for all students.…”

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confidence: 99%

The Goal of the Universal Design for Learning: Development of All to Expert Learners

Navaitienė

Stasiūnaitienė

2021

Inclusive Learning and Educational Equity

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Over the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

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Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment

Cited by 24 publications

References 13 publications

Formative assessment and scaffolding online learning

Formative assessment and scaffolding online learning

The implementation of Self-Assessment of Student with Special Educational Needs at Inclusive School

The Goal of the Universal Design for Learning: Development of All to Expert Learners

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