Universal Design of Assessment: Applications of Technology

This OSEP funded investigation proposed by the University of Kentucky and the Center for Applied Special Technology (CAST) describes the implementation of Kentucky’s technology-based accessible assessment proto-type, verifies accessibility for the widest range of users, and compare student assessment results among user and non-user schools and students. Using this information, we plan to replicate the design for Maine. Maine has had extensive experience in utilizing the principles of UDL in the design of curriculum, but to date, has not implemented UDL for statewide assessments.

Multiple methodologies will be used in the investigation including interviews, focus groups, document analysis, surveys, participant observation and data analysis to address seven research questions. The results will be reported for each state as a part of an embedded case-study design. Then a cross-case analysis will be conducted to identify common themes, distinct differences, and summary results in the two states.

http://www.cast.org , http://www.ihdi.uky.edu

Creating Accessible Assessments Through UDL

Universal Design Principle	Possible Classroom Solution
Multiple Means of Presentation Present alternatives to reduce barriers and adjust to the different ways students recognize and process information.	Provide student with multiple representations of content and concepts. E.g. graphics, digital text, printed text, text-to-speech, audio, multimedia, animations, simulations.
Multiple Means of Expression Accommodate students’ varied strategic and motor systems.	Provide student choice in forms of expression. E.g. hand writing, keyboarding, illustrating, graphic organizers, voice recording, speech-to-text.
Multiple Means of Engagement Allow students opportunities for establishing interest in tasks.	Provide student with content and interaction options. E.g. choice of material, simulation environments, representation and expression options

Universal Design Principle

Possible Classroom Solution

Multiple Means of Presentation

Present alternatives to reduce barriers and adjust to the different ways students recognize and process information.

Provide student with multiple representations of content and concepts.

E.g. graphics, digital text, printed text, text-to-speech, audio, multimedia, animations, simulations.

Multiple Means of Expression

Accommodate students’ varied strategic and motor systems.

Provide student choice in forms of expression.

E.g. hand writing, keyboarding, illustrating, graphic organizers, voice recording, speech-to-text.

Multiple Means of Engagement

Allow students opportunities for establishing interest in tasks.

Provide student with content and interaction options.

E.g. choice of material, simulation environments, representation and expression options

Project Materials

CCSSO June 03 Presentation

EPRRI February 04 PResentation

Annotated bibliography on technology-based assessment, test accommodations, and universal design of assessment:This bibliography was compiled and used during the project proposal, as well as its publications, reports, and presentations.

EndNote library on technology-based assessment, test accommodations, and universal design of assessment.

Technology Skills Checklist for Online Assessment 11-21-05 - PDF - DOC

Research Questions

The following research questions will guide the investigation:

What are the practical, procedural, and political design and implementation features of accessible computer-based assessments?
What technology pre-requisite skills do students need in order to use computer-based assessments?
What is the impact of a computer-based universally-designed assessment on the scores of students with disabilities?
To what extent does accessible curriculum design impact student assessment results?
Can the UNIVERSALLY-DESIGNED ASESSMENT design features be replicated with new content in a different state context?

Research Design

The project proposes to conduct an embedded multiple case study design (Yin, 1987) that also incorporates a participatory research-to-practice model. Multiple research methodologies will include qualitative designs, empirical, and theory-driven reflective methodologies (Meyer et. Al., 1998). This approach was chosen because there is more than one unit of analysis (i.e. two states) representing a small but heterogeneous population of students with disabilities. Although a descriptive, comparative design is proposed across the two states, the project will conduct studies that require the use of empirical-analytical designs as well.

Overview of Our Research Model

Research Question 1: What are the practical, procedural, and political design and implementation features of accessible computer-based assessments?
- Qualitative studies: Interview DOE Staff * Conduct teacher focus groups and student focus groups to determine common assessment implementation themes.
- Empirical Analytical Studies: Verify student and teacher themes from focus group results via statewide survey.
- Critical Theory: Constituent group interpretations and understandings of study findings. * Synthesis of extant research and our contributions
Research Question 2: What technology pre-requisite skills do students need to use computer-based assessments?
- Qualitative studies: Teacher interviews * Classroom observations of students using technology * Conduct discrepancy analysis for each grade level.
- Empirical Analytical Studies: Develop computer skills assessment and test a sample of students at each grade level to determine if they meet the pre-requisite skills necessary to be successful in using the technology.
- Critical Theory: Constituent group interpretations and understandings of study findings * Synthesis of extant research and our contributions.
Research Question 3: What is the impact of a computer-based universally-designed assessment on the scores of students with disabilities?
- Qualitative studies: Classroom observation comparing computer delivery with paper/pencil delivery * Student satisfaction interviews.
- Empirical Analytical Studies: Analysis of student results using computer-based system compared to students using traditional assessment delivery.
- Critical Theory: Constituent group interpretations and understanding of study findings.
Research Question 4: To what extent does accessible curriculum design impact student assessment results?
- Qualitative studies: Participant observation * interviews * student focus groups
- Empirical Analytical Studies: Rate of improvement in school accountability index and school-wide scores for students with disabilities.
- Critical Theory: Constituent group interpretations and understandings of study findings.
Research Question 5: Can the features of universal design be replicated with new content in a different state context?
- Qualitative studies: Iterative assessment design process using Kentucky results including constituent focus group in Maine.
- Empirical Analytical Studies: Analysis of student assessment results.
- Critical Theory:

Staff

Jacqueline F. Kearns, Ed.D., Principal Investigator
Bob Dolan, Ph.D. (CAST), Principal Investigator
Manju Banerjee, M.A., M.S (CAST) Research Consultant Manju's Bio.rtf
Carol Struewing, Research and Evaluation Specialist

This page is hosted by the Interdisciplinary Human Development Institute at the University of Kentucky. Please direct comments to: ihdi-www@lsv.uky.edu