Impact Teams-PLCs are embracing the concept of Universal Design for Learning (UDL) — a pathway to authentic assessment — to meet the diverse needs of their students. At its core, UDL is a framework that removes barriers to learning by offering multiple means of engagement, representation, action, and expression. But how does UDL transform assessment into a tool for learning rather than merely a measure of learning?

Let’s explore how UDL principles guide authentic assessment practices via competency-based learning that honors diversity, promotes equity, and builds learner agency.

Understanding Universal Design for Learning

UDL is grounded in the belief that variability is the norm in any learning environment. Instead of designing instruction and assessment for a mythical “average learner,” UDL invites educators to create flexible pathways that support all students. The framework is built around three guiding principles:

  1. Multiple Means of Engagement: Offering varied ways to ignite learners’ interests and sustain their motivation.
  2. Multiple Means of Representation: Providing diverse methods for students to perceive and comprehend information.
  3. Multiple Means of Action and Expression: Enabling students to demonstrate what they know in ways that suit their abilities and preferences.

When applied to assessment, these principles ensure that all students have equitable opportunities to show what they’ve learned and how they’ve grown.

Shifting to Assessment for Learning

Traditional assessments often focus on evaluating what students know at a single point in time. In contrast, assessment for learning emphasizes ongoing feedback, self-reflection, and growth opportunities. UDL plays a pivotal role in this shift by fostering assessments that are:

  • Flexible: Students are given choices in how they demonstrate their learning, whether through written responses, oral presentations, artistic projects, or multimedia creations.
  • Inclusive: Assessment tasks are designed to be accessible to all learners, with supports like scaffolding, graphic organizers, or alternative formats.
  • Authentic: Assessments connect to real-world tasks, encouraging students to apply their knowledge in meaningful ways.

By integrating UDL, educators create assessments that are as varied and dynamic as their students, turning evaluation into a personalized and empowering experience.

Authentic Assessment in Action

UDL-aligned assessments are not just about flexibility—they are also rigorous and aligned with academic standards. Here are some examples across content areas:

1. Social Studies (C3 Framework)

Task: Students analyze primary and secondary sources to create a multimedia exhibit on a local historical event.

UDL Lens:

  • Engagement: Students choose the event they want to study.
  • Representation: Materials are provided in multiple formats (text, audio, video).
  • Action and Expression: Students design their exhibit using tools like digital slideshows, physical artifacts, or interactive timelines.

2. Science (NGSS)

Task: Students model an ecosystem and explain how changes in one part affect the whole.

UDL Lens:

  • Engagement: Students select a specific ecosystem that interests them.
  • Representation: Simulations, videos, and hands-on materials support exploration.
  • Action and Expression: Students present their findings through diagrams, models, or video demonstrations.

3. English Language Arts (CCSS)

Task: Students write a narrative based on a cultural tradition or personal experience.

UDL Lens:

  • Engagement: Students choose their topic and are encouraged to draw on their cultural backgrounds.
  • Representation: Story maps, visual aids, and mentor texts scaffold the writing process.
  • Action and Expression: Narratives can be shared as written stories, spoken word performances, or illustrated comics.

Promoting Learner Agency

One of the most transformative aspects of UDL-aligned assessments is the emphasis on learner agency. When students have a voice and choice in how they demonstrate learning, they take greater ownership of their progress. For example, co-constructing success criteria with students based on samples of student work and using rubrics with clear, accessible language empower learners to self-assess, set goals, and give and receive evidence-based feedback.

This agency-building aligns with CASEL’s Social and Emotional Learning (SEL) competencies, particularly self-awareness and self-management. Through UDL, students not only deepen their academic skills but also cultivate a growth mindset and the ability to advocate for their needs.

The Equity Imperative

UDL is not just a framework for personalization—it’s a framework for equity. By anticipating and addressing barriers, educators ensure that all students, including those from historically marginalized communities, have equal opportunities to succeed. This is particularly critical in assessment, where traditional practices often exacerbate inequities.

For instance, multilingual learners benefit from assessments that value their linguistic assets and provide support such as translated instructions or opportunities to express their understanding in their home language. Similarly, students with disabilities thrive in environments where they can leverage accommodations and assistive technologies.

Call to Action

Universal Design for Learning redefines assessment as a process that celebrates diversity and fosters growth. By embedding UDL principles into assessment design, educators move beyond one-size-fits-all approaches and create opportunities for all learners to shine. In a world where authentic learning is key to thriving, UDL offers a pathway to assessments that are not only inclusive but also transformative. As educators, let’s embrace this framework to ensure every student has the tools, opportunities, and confidence to succeed.
How can you integrate UDL principles into your assessment practices?

Start small by offering students a choice in how they demonstrate their learning and watch as they take ownership of their journey. Share your experiences and strategies with your professional learning community—together, we can build classrooms where every learner thrives!

Join our Competency-Based Learning Cadre here!

  • Sources:
  • CAST’s Guidelines for Universal Design for Learning

    CAST (Center for Applied Special Technology) is the originator of UDL and offers detailed guidelines on how to apply UDL principles in teaching and assessment.

  • Assessment for Learning (AfL) Research

    Key ideas about formative assessment, feedback, and learner agency align with research from experts like Dylan Wiliam and Paul Black, who emphasize assessment as a tool for growth rather than evaluation.

  • C3 Framework for Social Studies

    The blog references concepts from the College, Career, and Civic Life (C3) Framework, which emphasizes inquiry-based and authentic tasks.

  • Next Generation Science Standards (NGSS)

    Examples for science assessments were inspired by NGSS, which promotes hands-on, inquiry-based learning aligned with real-world applications.

  • Common Core State Standards (CCSS)

    The ELA example aligns with CCSS, which includes standards for narrative writing, critical thinking, and use of evidence.

  • CASEL SEL Competencies

    The connection between UDL, assessment, and social-emotional learning (SEL) draws from CASEL’s framework, emphasizing student self-awareness, self-management, and agency.