UDL in Test Prep

"UDL is great but how does it support students during test taking settings?"

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This is a very common and understandable question that people find themselves asking as they discover Universal Design for Learning. So with testing season upon us! Let's dive into a conversation about ways we can incorporate the checkpoints around engagement and action & expression in our quest to support students' during test time! 

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Multiple Means of Engagement

We have to get our learners engaged with tests! Easier said then done we know, but students having opportunities to feel safe, strategize, and use tools is imperative for them to have the skills they need for success. Remember during the testing phase of instruction we often are placing students in the most restrictive settings monitor progress and so we want to equip them with the internal reflective strategies to be successful. Here are some checkpoints and strategies to consider:
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Provide Options for Self-regulation 

• Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation  
  • ​Ideas! - 1. (super simple) Tell kids you have high expectations of them. 2. Tell kids you believe they have the skills needed to meet your expectations. 3. Tell kids they have all the resources they need to be successful. Here is a research article that will blow your mind on the power of these strategies by Dr. Geoffrey Cohen and his team! Kids need to know that their teachers believe they have the skill sets  Easy to say we do this, but in practice what are the ways we show are kids this? Do they feel it in feedback we give, in our greetings, in the videos we make, and during testing situations. 
• Checkpoint 9.2 - Facilitate personal coping skills and strategies 
  • Ideas! - Model for students strategies that they can do to decrease test taking anxiety. For example, crossing out known wrong answers, utilizing scratch paper, focused breathing, flagging questions to go back to, all are ways to help students cope with test stress. One site in our district has test taking strategy reminder videos that students watch during advisory periods prior to testing. Also throughout the year modeling a growth mindset when it comes to assessment will help students feel safe and comfortable as they take a test. 
• Checkpoint 9.3 - Develop self-assessment and reflection 
  • Ideas! - Students should be given opportunities to reflect before and after taking tests. Prior to testing students should be given time to think, talk and strategize how they are going to tackle a challenging test with internally, with peers and with teachers. After a test is over give students time to self-assess how they felt about their performance (whether they have a score or not), thinking about where their strategies worked and what they'd revise. 

An extra one!

• Checkpoint 7.3 - Minimize threats and distractions
  • ​Ideas! - I had to add this checkpoint because it is so important for our students to feel safe to do their best during test time. Teachers have done such things as writing inspirational notes on student's desks just prior to testing, having students write notes to each other in chalk on the hallway floors, giving snacks and breaks for students throughout the day, and overall reinforcing with words and actions that they are safe to do their best. 

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Multiple Means of Action & Expression

Ultimately a well designed summative test should be one of many ways a students' executive brain networks are being challenged. During tests though, it is incredibly important to provide students with strategies they can do internally to support themselves. Below we are going to look at the checkpoints that we can reinforce before and after a test to support students incorporating high quality thinking. 

Provide Options for Executive Functions

• Checkpoint 6.1 - Guide appropriate goal-setting 
  • ​Ideas! - Goal setting is one of those lesson design strategies that you just have to get in the habit of doing continually. With every rubric, which each assignment where kids can calculate a score, in projects, and especially with a test. Have students set a target they are aiming for in their performance that still falls in the band of what has been predetermined as acceptable by you. 
• Checkpoint 6.2 - Support planning and strategy development
  • ​Ideas! - Prior to students taking a task or starting a project, giving them a concentrated time to plan and strategize. Think-a-louds done prior to testing where the teacher models out load how to tackle problems are also helpful. Even having the students create their own screen cast or video of how they think a loud as a lesson or activity prior to a test. Reinforcing and modeling prior to testing citing evidence, and justifying answers verbally or in writing also is also a very helpful strategy in this area. Remember get them using that scratch paper!!! 
• Checkpoint 6.3 - Facilitating managing information and resources
  • ​Ideas! - Today's tests are different! Most are digital and have multiple either embedded or non-embedded tools that students need to know how to navigate. Projects also are full of tools and resources. Students need to be exposed to open tasks that require them to self select the right tool to get the job done, whether a formal test or informally during a classroom lesson. This means concentrated time on practice state tests being exposed to the testing tools of the environment and practicing them in answering questions.  
• Checkpoint 6.4 - Enhance capacity to monitoring progress
  • ​Ideas! - For formal state tests, have students look at last year's scores (if possible) and set goals for this year. Have them check progress from interim assessments. Also during test taking times having students get in the habit of flagging questions that they are unsure of to give a second look. 

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In closing, the goal of for Universal Design for Learning is creating expert learners. We need our students to be able to thrive in what ever environment they find themselves in, whether out on a job site, in a classroom, creating a project, or taking a formal test. Students become experts when they know how to use the knowledge and tools and resources at their disposal to show their understanding and get tasks done! 

​Here is a link to a google doc! Let us know if you have other ideas to add!