Grading and Assessment
using Principles of Universal Instructional Design (UID)

Courses designed and delivered according to "Universal Instructional Design" principles are more accessible and effective for all people -- regardless of possible disability, learning style preference, or personal background.

Instructional materials and activities should EXAMPLES FOR GRADING AND ASSESSMENT
be accessible and fair.
  • Consider using on-line quizzes for at least some of the graded portion of the course.
  • Allow sufficient time for students to demonstrate mastery without undue time pressures.
be straightforward and consistent.
  • Ensure consistency among the stated learning objectives and the methods of assessment.
provide flexibility in use, participation and presentation.
  • Offer alternatives to in-class written exams.
be explicitly presented and readily perceived.
  • Provide clear wording on tests and exams, avoiding complex sentence structures, double negatives and embedded questions.
provide a supportive learning environment.
  • Give constructive as well as encouraging feedback (this includes computer-generated feedback).
  • Organize peer-reviewed practice periods.
minimize unnecessary physical effort or requirements.
  • Allow the use of suitable tools such as word processors, calculators, etc.
ensure a learning space that accommodates both students and instructional methods.
  • Ask students for ideas about appropriate assessment schemes given the parameters of the course and the classroom environment.

Top 10 Tips

  1. Consider these principles in terms of physical space and the overall student experience.

  2. Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?

  3. Make yourself available in a variety of ways, for example face-to-face and through email.

  4. Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.

  5. Ask students for ideas.

  6. Discuss UID and your role with other instructors.

  7. Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.

  8. Ask other instructors what they are doing.

  9. Attend Professional Development conferences and workshops.

  10. Never stop your own learning.

For further information please see the websites linked from http://www.tss.uoguelph.ca/uid/uidresources.html

© University of Guelph • Last Rev: December, 2003
Funded by the Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario 2002-03.