Designing Accessible Learning Outcomes Assessments through Intentional Test Design

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. This process, however, is often difficult to execute. While the faculty have considera ble 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 grounde d 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.