How Can I Make My Exams More Accessible?
Considering accessibility when designing exams provides you with a more accurate assessment of student learning and bring your assignments into closer alignment with learning objectives. Exams created with accessibility in mind can help you improve your assessment of student learning for all students, whether or not they have a disability.
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How Can I Make My Exams More Accessible?
Do you think making exams accessible amounts to a dumbing down of your course?
Think again. Designing exams with accessibility in mind can provide you with a more accurate assessment of student learning and bring your assignments into closer alignment with learning objectives. Learn more about how enhancing accessibility can improve your assessments in How Can I Make My Exams More Accessible?
- Are you confident that your exams deliver an accurate assessment of student learning?
- Do your exams provide all students an equitable opportunity to demonstrate their learning, regardless of disability?
- Do your testing time limits, exam formats, and exam instructions reflect back to your course learning goals?
If you’re not sure, How Can I Make My Exams More Accessible? is the program for you. It’s particularly helpful if you’re new to accessibility issues and providing accommodations to students who need them.
This program is also part of the Universal Design 4-pack.
Making accommodations does not mean making concessions in academic rigor. In fact, designing exams with accessibility in mind can help you improve your assessment of student learning for all students, whether or not they have a disability.
Focusing on what you want students to be able to demonstrate will help you expand beyond traditional structures for exams, which can create barriers to learning, and develop more creative assessments, which will offer all students an equitable opportunity to show what they’ve learned.
How Can I Make My Exams More Accessible? will introduce you to this accessible-thinking process, show it in action, and offer suggestions on making it work for your courses. After participating in it, you’ll be able to:
- Use learning goal criteria when designing exams
- Analyze assessment situations
- Propose alternative ways to make exams more accessible
- Devise more accessible exams in terms of format, language, and testing time
Use exams to give students a chance to demonstrate their learning. But the presenter points out, before instructors draft questions for students, they should ask themselves, What do I want students to demonstrate?
This concise and content-rich CD shows the creative, accessible, and more focused assessment of student learning that can result when faculty adopt this approach.
In less time than you might spend grading one paper, you’ll learn about:
- Three key issues to consider when developing exams
- The importance of teaching context in assessment of student learning
- Instructor assumptions that can create barriers to learning
- The most challenging, yet frequently irrelevant, aspects of exams for students with disabilities
- Techniques to make exams more accessible
With more than one out of 10 college and university students dealing with a disability, understanding how to make assessment of student learning as accessible as possible is knowledge you need to have. Exams and assessments are essential elements in academic life. Make sure yours are as accessible and learning-focused as possible, and order this Magna 20-Minute Mentor today!
Product Code: PM13OA
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- Assessment, Grading, and Feedback, Blended and Flipped Learning, Course Delivery and Instruction, Course Design and Preparation, Department and Program Evaluation and Assessment, Digital Library, Faculty, Faculty Support, Institutional Culture, Leadership, Legal Concerns, Monday Morning Mentor, Online Assessment, Grading, and Feedback, Online Course Delivery and Instruction, Online Course Design and Preparation, Online Program Evaluation and Assessment, Online Program Strategy, Personal and Professional Development for Academic Leaders, Specific Student Populations, Student Engagement, Supporting Online Faculty, Teaching Strategies
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