Page 232 - Resources and Support for the Online Educator

Part 2: UDL and You

Pause and Reflect

Take a moment to quickly respond yes or no to each of the statements
in the list of test assumptions and beliefs. Then:
∙ Choose one assumption you agree with, then ask yourself:
Why do you agree?
∙ Where did the assumption come from, and how is it confirmed
for you?
∙ Is there any evidence that counters your assumption?
∙ Repeat these steps with an assumption you disagree with.
∙ Consider revisiting your assumptions after you explore
Chapter 5.

∙ Tests are the simplest, quickest way to assess students given
the size of classes and the demands on teacher time.

What Are We Assessing?

Usually, when a test is created, little attention is given to the reading and
writing requirements and their impact on the final outcome. If students
fail a history, math, or science test, the reasoning is they didn’t study,
know the material, or care. The common belief is that students who score
poorly on the test need to put in more effort, to try harder.

One reason for these beliefs is that written tests are based on the assump-
tion that everyone should be able to read the text. If a student can’t, that
student, rather than the test, has a deficit or disability. To access tech-
nology or other accommodations to support completion of the test,
students often require a label identifying the disability and a legal docu-
ment in the form of an individual education plan or program (IEP). Even
with this in place, students often need to actively seek out and request the
extra support or accommodations. This need for a label or special request
emphasizes the belief that the accommodation seeker is “different.” The
assumption is that success requires a certain standard, and the standard

36 Dive into UDL

Dive into UDL: Immersive Practices to Develop Expert Learners 232