Building UDL into summative assessment in a large class: Challenges and possibilities

Peer-reviewed paper presented at the Pedagogy for Higher Education Large Classes (PHELC) workshop, co-located with the Higher Education Advances (HEAd19) Conference at Universitat Politecnica de Valencia

The focus of this paper is on the use of the Universal Design for Learning (UDL) framework to inform the teaching and learning environment in a large class (400 students).  Specifically, this paper focuses using the UDL principle of ‘multiple means of action and expression’ to design the continuous assessment of the module so that students could demonstrate their understanding in a variety of ways, with provision of choice built in throughout.  Challenges include the time required to manage the choices students made; ensuring equity across assignment; and, creating new assignments each year to reduce the risk of plagiarism.  However, there are many advantages to this work including, greatly enhanced student participation and engagement; application of concepts by student; and, increased satisfaction and sense of reward on the part of the teacher/professor.