Ketterlin-Geller, L. R., Johnstone, C., & Thurlow, M. (2015). Universal Design of Assessment. In S. Burgstahler (Ed.), Universal Design in Higher Education: From Principles to Practice (2nd ed., pp. 163-175). Boston, MA: Harvard Education Press.

has been cited by the following article:

• 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.