Universal Design for Learning (UDL) was created to support the development of educational standards, instruction, materials, and assessments. However, UDL research on and application to summative and formative assessment has remained limited. We believe that an international forum of multiple stakeholders—including educators—can collectively define effective implementation and research opportunities to establish the role of UDL in improving assessment and measurement based on the following assertions:
- Assessment remains a divisive tool that entrenches systemic barriers to equitable learning and outcomes. UDL has great potential to increase awareness and provide guidance on how to improve the design, administration, scoring, and use of assessments to remove bias against all groups, particularly BIPOC, non-native language learners, and people with disabilities;
- UDL provides an essential framework as the assessment community identifies new methods to increase student engagement and agency before, during, and after assessment; and
- The movement to digital based assessments has created the opportunity to leverage new data sources and methodologies to measure deeper constructs as well as student engagement during assessments. UDL-based approaches would support more rigorous evidence of validity and fairness and allow for better substantiation of claims about student knowledge, skills, and abilities, as well as improve measurement of factors necessary to validate UDL efficacy in learning.
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