D293 - Determining Learning Analytics Strategy - Section 4 of 4 - complete set

D293 – DETERMINING LEARNING ANALYTICS STRATEGY – SECTION 4 OF 4

Section 4: Recommending Assessment Modifications
Lesson 1: Barriers to Accessibility in Assessment
1.1: UDL Principles and Assessments
1.2: Assessing Diverse Learners
1.3: Evaluating Assessment Accessibility
Lesson 2: Barriers to Fairness in Assessment
2.1: Barriers to Fairness
2.2: Types of Assessment Bias
2.3: Irrelevant Knowledge
2.4: Cognitive Load
2.5: Evaluating Assessment Fairness

Lesson 1: Barriers to Accessibility in Assessment

Lesson 1.1: UDL Principles and Assessments

Learning Objectives
After completing this lesson, you should be able to:
 Explain the purpose of Universal Design for Learning (UDL).
 Identify the three UDL principles.
 Recommend assessment modifications using UDL.
 Distinguish between accommodations, modifications, and UDL.
 Recognize assessment barriers that prevent learners from demonstrating mastery.
 Apply UDL principles to WGU-style situational questions.
Introduction
Many assessments unintentionally measure barriers rather than learning.
For example:
A science test may unintentionally measure:
 reading ability
 typing speed
 vision
 hearing
 language proficiency
instead of measuring science knowledge.
Universal Design for Learning (UDL) removes these unnecessary barriers so assessments
measure what students actually know and can do.
Think of UDL as:
"Design assessments so everyone has a fair opportunity to demonstrate learning."
Notice that fairness does not mean making the assessment easier.
It means removing obstacles unrelated to the learning objective.
What is Universal Design for Learning (UDL)?
Universal Design for Learning (UDL) is an instructional design framework that proactively
creates flexible learning experiences and assessments that accommodate learner variability from
the beginning rather than relying only on individual accommodations after barriers arise.

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,Instead of asking:
"How do we help one struggling learner?"
UDL asks:
"How can we design the assessment so most learners can succeed from the start?"
This proactive approach benefits all learners, including students with disabilities, multilingual
learners, students with different learning preferences, and even high-achieving students.
Why UDL Matters in Assessment
A good assessment measures learning—not barriers.
Poor assessment example:
A history assessment requires students to write five pages by hand.
What is actually being measured?
 History knowledge?
 Handwriting?
 Fine motor skills?
 Writing speed?
The assessment includes unnecessary barriers.

A UDL-based assessment might instead allow students to:
 type
 dictate responses
 record an oral explanation
if the objective is historical understanding rather than handwriting.

The Three UDL Principles

Principle 1: Multiple Means of Engagement
("Why" learners learn)
Purpose:
Increase motivation, persistence, and interest.
Assessment Examples
Allow students to:
 choose assessment topics
 complete authentic projects
 collaborate when appropriate
 set personal learning goals
 receive encouraging feedback
Assessment Barrier
One assessment format may reduce motivation.
UDL Solution
Provide meaningful choices.
Principle 2: Multiple Means of Representation
("What" learners learn)
Purpose
Present information in different ways.
Assessment Examples
Instructions provided as:

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,  written text
 audio
 video
 visuals
 demonstrations
Assessment Barrier
A learner may understand content but struggle reading lengthy directions.
UDL Solution
Offer multiple ways to receive information.
Principle 3: Multiple Means of Action & Expression
("How" learners demonstrate learning)
Purpose
Allow different methods for demonstrating mastery.
Assessment Examples
Students may:
 write
 record a presentation
 build a project
 create a video
 design an infographic
Assessment Barrier
One response format may disadvantage learners.
UDL Solution
Offer multiple methods for demonstrating knowledge.
Easy Comparison Table
UDL Principle Focus Assessment Example
Engagement Motivation Choice of project topic
Representation Access to information Audio directions
Action & Expression Demonstrating learning Video instead of essay

Identifying Assessment Barriers
Barrier
Long reading passages
Possible UDL Solution
Audio version
Barrier
Small font
Possible UDL Solution
Large-print option
Barrier
Handwritten responses only
Possible UDL Solution
Typing or speech-to-text

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, Barrier
One project format
Possible UDL Solution
Multiple product choices
Barrier
Complicated directions
Possible UDL Solution
Video explanation
UDL vs Accommodation vs Modification
This is one of the most tested concepts on the OA.
UDL Accommodation Modification
Designed for everyone Individual support Changes learning expectations
Proactive Reactive Alters standards
Flexible assessment design Extra time, text-to-speech Easier assessment
Example
UDL
Everyone may choose essay or presentation.
Accommodation
One student receives extended time.
Modification
One student completes fewer questions because standards were changed.

WGU OA Focus
The OA usually asks:
Which recommendation best removes an unnecessary assessment barrier while maintaining the
learning objective?
Notice:
The learning objective should remain the same.
Only the barrier changes.

OA Example
Objective:
Explain causes of the American Revolution.
Poor assessment:
Students must handwrite five pages.
Better UDL recommendation:
Allow students to submit:
 typed essay
 oral presentation
 video explanation
The objective remains:
Explain historical causes.
Not:
Handwrite an essay.
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