2.4: Universal Design for Learning

Conduct research and development that explores how Universal Design for Learning can enable the best accommodations for all students to ensure we are assessing what we intend to measure rather than extraneous abilities a student needs to respond to the assessment task.

Other Information:

To be valid, an assessment must measure those qualities it is intended to measure and scores should not be influenced by extraneous factors. An assessment of science, for example, should measure understanding of science concepts and their application, not the ability to see print, to respond to items using a mouse, or to use word processing skills. Assessment and technology experts should collaborate to create assessment design tools and processes that make it possible to develop assessment systems with appropriate features (not just accommodations) so that assessments capture examinees’ strengths in terms of the qualities that the assessment is intended to measure.

Indicator(s):

Indicator:1

Content