Author(s)

Leanne R. Ketterlin-Geller^*, Molly Ellis

Southern Methodist University, Dallas, TX, USA.

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. This process, however, is often difficult to execute. While the faculty 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 that are grounded 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.

Learning Outcomes Assessment, Accessible, Disabilities, Universal Design, Inclusive Learning Environments, Higher Education

Ketterlin-Geller, L. and Ellis, M. (2020) Designing Accessible Learning Outcomes Assessments through Intentional Test Design. Creative Education, 11, 1201-1212. doi: 10.4236/ce.2020.117089.