Rose, D., Hall, T., & Murray, E. (2008). Accurate for All: Universal Design for Learning and the Assessment of Students with Learning Disabilities. Perspectives on Language and Literacy, 34(4), 23-28. Retrieved from http://ezproxy.lib.monash.edu.au/login?url= http://proquest.umi.com/pqdweb?did=1639898021&Fmt=7&clientId=16397&RQT=309&VName=PQD
This article explorers the implementation of three principles of universal design for learning in the assessment of students with learning disabilities. The authors state relevant constructs of the instrument and full spectrum of students is the keys to make sure the assessment is accountable and accurate for all students.
The first principle elucidates by the authors is that flexible formats and options of assessment can be generated by modern technology, even it can be determined by individual basis of learning disabilities, so that the information in the assessment can be accessed by all the students. The second one is that assessment should be able completed by any kind of response from various students with disabilities. Thus other supports are needed for preparing and organizing responses such as assistive technology for completing the assessment. The last one is that validity of assessment should be achieved by maximum engagement of the students. For making sure students with learning disabilities have maximum level of engagement, they should be motivated to concentrate to the assessment and ignore other activities when the time has come. If the treatment of external motivating condition is considered not adequate for accountability assessment, then we have to consistent with the implementation of previous principle which is providing options and alternatives of testing and engagement conditions.
Although the article is focus on the assessment of students with learning disabilities in the face-to-face context, the assessment concepts are valuable to be implemented in the on line learning environment for students with disabilities by occupying various modalities of assessment.
The first principle elucidates by the authors is that flexible formats and options of assessment can be generated by modern technology, even it can be determined by individual basis of learning disabilities, so that the information in the assessment can be accessed by all the students. The second one is that assessment should be able completed by any kind of response from various students with disabilities. Thus other supports are needed for preparing and organizing responses such as assistive technology for completing the assessment. The last one is that validity of assessment should be achieved by maximum engagement of the students. For making sure students with learning disabilities have maximum level of engagement, they should be motivated to concentrate to the assessment and ignore other activities when the time has come. If the treatment of external motivating condition is considered not adequate for accountability assessment, then we have to consistent with the implementation of previous principle which is providing options and alternatives of testing and engagement conditions.
Although the article is focus on the assessment of students with learning disabilities in the face-to-face context, the assessment concepts are valuable to be implemented in the on line learning environment for students with disabilities by occupying various modalities of assessment.
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