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A lecturer at ʯÁñÊÓƵ undertook the task of redesigning assessments for a psychology course to align with UDL principles, aiming to make assessments more inclusive and accessible to all students.

→ The UDL Guidelines (PDF, 327 KB)
→ Explanation of UDL Principles
→ Key Questions to Consider When Planning Lessons (PDF, 162 KB)
→ Implementing UDL into Course Design

Strategies

Multiple Means of Engagement

• Relatable Interesting Topics
  To enhance engagement, the lecturer included topics students could relate to and were passionate about. For instance, students could choose to apply psychological theories to analyse real-world issues or personal experiences.

• Weekly Reflections and Feedback
  Formative assessments, such as weekly reflections and peer feedback, were used to keep students actively engaged and provide continuous learning opportunities.

Multiple Means of Representation

• Various Instruction Formats
  The lecturer provided assessment instructions in various formats, including written documents, video explanations, and audio recordings. This ensured that all students, regardless of their preferred learning style, could understand the requirements.

• Shared Exemplars and Expectations
  Detailed rubrics and exemplars were shared to clarify expectations and success criteria.

Multiple Means of Action and Expression

• Submission Choice
  Students could choose how they demonstrated their understanding of course material. They could submit written essays, create video presentations, or develop interactive projects.

• Flexible Deadlines
  The lecturer incorporated flexible deadlines and allowed resubmissions to accommodate different paces of learning and external commitments.

Outcome

The redesigned assessments resulted in higher levels of student participation and satisfaction. Students appreciated the variety of options and the ability to choose formats that played to their strengths. The inclusive assessment approach also led to improved performance, with students demonstrating a deeper understanding of the material. The lecturer reported that the UDL-aligned assessments not only reduced anxiety among students but also fostered a more dynamic and interactive learning environment.