UDL Connect

Online Community of Practice for UDL Implementors

Hi!  Please look through the possible assesment ideas linked on our site!  Select a few and link or describe them in the comment box-- be sure to tell others how you would use them based on your knowledge of UDL!


Todays Meet- use this to collect the "muddiest points" from your class discussions.  Look for patterns and come back to these during you next class.  I know that not all students are comfortable responding aloud in class, so to reduce this threat, they can answer using technology (it can be anonymous as well).

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Comment by Melissa Wesner on March 14, 2014 at 2:44pm

I liked the live, anonymous opinion poll.  It may provide students with an opportunity to share honest opinions about sensitive subjects or to engage students who are typically shy about verbal class participation.

Comment by Kate Simon on March 14, 2014 at 2:43pm

Process Analysis asks students to keep records of the steps they take to accomplish sets tasks and asks them to comment about their approaches to doing so.  This helps them to analyze how they accomplish tasks and determine shays in which they can be more efficient in the process.

I typically ask my student interns to submit reflections about their teaching 2-3 times per week.  In the past, I have required that these be written reflections, which has been met with resistance by some students.  For students who prefer not to write, this was an additional burden that wasn't helping them.  Because the important part is that students are reflecting, I decided to eliminate the format requirements.

This was a little scary, but now many students send me short videos, text messages, or take pictures of their lesson plans with scribbled notes/arrows/etc. to show that they are reflecting upon their teaching and adapting instruction based on their reflections.  Some students still prefer to hand write or type responses, but my students who process things verbally or visually are much more responsive and find the process beneficial, rather than just being "one more thing" they have to do for the week.     

Comment by Leslie Goetsch on March 14, 2014 at 2:42pm

In the beginning of class, ask students to write one question and one observation about reading they have done for the class.  This creates not only a ready-made discussion, but also allows you to see what students didn't get in the reading. 

Comment by Jane E Neapolitan on March 14, 2014 at 2:42pm

I really like the suggestions for Group Work Evaluations. I wish I had seen this when I was teaching a graduate course on Professional Development for school administrators! I used to have group members write a written reflection about their participation and the participation of the group as a whole, but the results were not always that "reflective"! The suggested questions by Angelo and Cross seem to help students think about their roles as learners rather than snitching on those who did not do the work. I think this evaluation framework could be easily adapted for any group project, undergrad, grad, or adult professional development. Maybe it could be used for evaluating our UDL-PLCs?

Comment by Marianne Zmoda on March 14, 2014 at 2:40pm

Application Article can be applicable to my ECED 422 class because it is a class that combines Content and Methods standards. Students choose a research topic and read on the content-Current Topics in Early Childhood Education.

I would use this strategy to have students type an article summarizing what they have learned about their topic so far.

Comment by Valerie Thaler on March 14, 2014 at 2:37pm

I like the idea of "directed paraphrasing," in which you ask a student to put a concept you taught into laymen's terms. You suggest a particular audience the student should keep in mind when doing so. By reading this the instructor  can assess students' areas of misunderstanding.

I also like the idea of group evaluations in which you ask students to provide their input on how well a group activity worked.

Comment by katherine holman on March 14, 2014 at 2:37pm

As an exit ticket from class, I would have students download the thinglink app and choose a picture to represent a concept from the class (could be one of their pictures or something from google images) and add text to represent their ideas of how that picture represents the concept "big idea" from class.  If you didn't want to use the app, you could also have your students choose an image through some other social media (e.g., instagram) or have them "tweet" (140 characters) a reflection from the class.

Comment by Heather L. Scheuerman on March 14, 2014 at 2:37pm

I would use "Application Cards" (http://tlc.provost.gwu.edu/classroom-assessment-techniques) in my courses after I have just lectured about an important theory. With this technique students will have to write down or discuss one real-world application of the theory. Students can work in small groups on this task and have the option of posting their application on Blackboard. Assessing patterns from this tool could either occur in class or be discussed during the subsequent class meeting.

Comment by Leslie Goetsch on March 14, 2014 at 2:36pm

Application card:  Have students write 2-3 sentences explaining a real career situation in which they would use a principle (of writing, in my case) covered in class.

Comment by Sarah Gilchrist on March 14, 2014 at 2:36pm

Process Analysis - from the Angelo and Cross ideas - is a technique that I have heard about using for the research process. I would like to try using this with my students at the end of class (especially those from Art History, Art and Design, and Art Education) as a 5-10 minute drawing exercise for reflection and understanding. My goal would be to collect the 5-10 minute drawings at the end of class to help me understand how students' research processes differ in order to formulate an e-mail response to the students with points of clarification, a variety of techniques, and best practices.

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