Instruction Design, Assessment Data Analysis, and How NOT to lose you mind doing it all.

1. UDL and Assessment for
Learning
Instructional Design, Assessment Data Analysis, and How
NOT to lose your mind doing it all.
Lisa Carey and Liz Berquist

2. All assessments must begin with a GOAL

3. Content standards
What do students actually have to
know – independent of what they
can write, read, perform, etc... This
is knowledge they need to have
before they can apply it.
Methods standards
What do students have to do? This
focuses on specific tasks such as writing,
solving an algebraic equation, reading,
performing a piece of music, etc.
Also! Consider the type of STANDARD

4. What is an “Assessment?”
“ Learning expertise cannot be measured simply by evaluating competencies
and outcomes at a single point in time because learning is a process of
continual change and growth” – Dr. David Rose, CAST
- A “snap shot” in time, is only that, a data point in a fleeting moment.
-Dr. Mark Mahone, Kennedy Krieger Institute
- We must “triangulate” our data sources in order to hone in on our student’s
abilities, mastery, and progress.
- Dr. Ron Thomas, Towson University

5. Formative Assessment
Assessing for the purpose of informing future instructional design.

6. Formative vs Summative
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning.
More specifically, formative assessments:
• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Examples of summative assessments include:
a midterm exam
a final project
a paper
a senior recital

8. UDL Options in formative assessment:
Base your assessment on the verb within your learning objective
AND you’re the strengths of your students.
• Exit Ticket
• Interview
• Peer Interview
• Demonstration/Performance
• Diagram
• Writing
• Mapping / Planning / Organizing

9. Grade, Sort, and Plan:
Leave class with your plan for addressing the data from your
previous lesson. What will you do NEXT week/class?
• Quickly evaluate your formative assessment
• Sort into three piles/groups: Get’s it, Kinda Get’s it, Doesn’t Get it. (set criteria for
each group before sorting)
• Based on your piles determine your plan
• Reteach to the whole group?
• Reteach to part of the group?
• Extension for part of the group?
• Peer tutoring?
• Online tools to target the few students who didn’t get it? What options do we have at TU?

10. Feedback!
Telling students how they did, where they are, where they need to go, and how
to get there is the “formative” part of formative assessment.
• Have students assess their own learning
• Have students compare their own assessment to your assessment
• Make them answer: “do our assessments match? Why/Why not?”
• Collaboratively make a plan for mastery:
• “Okay Marcus, you understood plotting points on the graph when all numbers were
positive, but didn’t quite get it when I added in negative numbers. How can we work
together to make sure you understand this concept?”

13. Not Losing Your Mind
• Give yourself a standard procedure that allows for flexibility, but allows you to quickly
conceptualize your planning with formative assessment options in mind
• Develop a “work smart not hard” UDL assessment tool box. Ex. Promethean Boards OR
cell phones let you use active votes for student response and then exports them to an excel
file.
• CATs provide numerous options (see web links)
• Think about what learning will look and sound like for each of your lessons, put this into a
check list intersected with your class list and use this to conduct formative assessments. Ex.
Students will highlight examples in the text, discuss x topic, create a digital graphic
organizer…checks that students do this as you walk around the room.

14. Academics, UDL and Formative Assessment

15. UDL Connection?

16. Behavior, UDL and Formative Assessment
• Read the next five slides on your own. (Also in a pdf on UDL Connect)
• With your group complete the following:
• Create clarifying questions to pose to the whole group.
• (We will pause and address these)
• Identify barriers to implementation
• Identify benefits to implementation in your school, classroom, etc.

17. Group Contingency Behavior Plans…
• “Arrangements in which consequences are delivered to some or
all members of a group as a function of the performance of one,
several, or all of its members (Mayer, Sulzer-Azarof, & Wallace,
2012).”

18. Dependent Group Contingency Model:
• “group members attain reinforcers contingent on the behavior of a selected group or
subgroup of members, or of a specific individual (Mayer, Sulzer-Azarof, & Wallace, 2012).”
• “be sure that all members can perform the task as required, and that criteria fro reinforcement are
set at achievable levels. As Axelrod and Greer (1994) have pointed out, it’s fine to use
group contingencies when the problem is motivational, but it’s another matter to
apply group contingencies to academic behaviors where students lack the skills to
perform the necessary behaviors (Mayer, Sulzer-Azarof, & Wallace, 2012) .”

19. “Mystery Student”
• “mystery student” selected at start of class, not revealed to class.
• Criteria for mastery is made explicit. (Suggested both behavioral and
academic goals be met)
• “Secret Mission Files” can be used in order to offer multiple levels of
criteria for reinforcement.
• End of class, “Mystery Student is revealed if the student met the
criteria. The “hero” get’s to select the reinforcer for the class.

22. Secondary Ideas -1

23. Secondary Ideas 2

24. YOUR TASK -Secondary
• Check out the CAT links!
• Which do you like? Why? Can you use “as is” or would you modify based
on your knowledge of the UDL framework?
• Post your ideas on our assessment on UDL Connect.

25. YOUR TASK -Elementary
• Check out the video links!
• Which do you like? Why? Can you use “as is” or would you modify based
on your knowledge of the UDL framework?
• Post your ideas on formative assessment on UDL Connect.

26. Design with the End in Mind?
Design with NO end in mind. It’s a cycle. Plan, Teach, Assess, Grade, Sort, Plan, Teach,
Assess, Grade, Sort, Plan, Teach, Assess, Grade, Sort, Plan….