TITLE:
Designing Accessible Learning Outcomes Assessments through Intentional Test Design
AUTHORS:
Leanne R. Ketterlin-Geller, Molly Ellis
KEYWORDS:
Learning Outcomes Assessment, Accessible, Disabilities, Universal Design, Inclusive Learning Environments, Higher Education
JOURNAL NAME:
Creative Education,
Vol.11 No.7,
July
30,
2020
ABSTRACT: Postsecondary students represent a diverse population with unique learning needs that may impact their ability to accurately demonstrate their knowledge and skills on traditional forms of learning outcomes assessments. Designing assessments is a complex process that includes specifying the assessed content and designing the actual test. Both components should work together to accurately measure key learning outcomes and generate reliable results. Thisprocess, however, is often difficult to execute. Whilethefaculty have considerable content expertise, many lack experience in designing high-quality assessments that are also accessible to students with diverse needs and preferences. This article discusses the importance of designing accessible learning outcomes assessments, provides a framework for designing accessible assessments thataregrounded in universal design principles, and lays out step-by-step actions faculty can take to improve the accessibility of their assessments. Examples of accessible assessments are provided.