Criteria 3: Assistive Technology

This element refers to the various factors and settings that influence how assessment tasks are administered and completed. This includes everything from the physical environment to psychological and emotional factors. These conditions can significantly affect the ability of students to demonstrate their knowledge and skills.


UDL Principles

  • Engagement: Supportive conditions help maintain student motivation and reduce anxiety.
  • Representation: Accessible environments and accommodations ensure all students can understand and engage with the assessments.
  • Action & Expression: Fair and equitable conditions allow all students to demonstrate their abilities without unnecessary barriers.

  • This example highlights how the inclusion of assistive technologies in assessments can improve accessibility and inclusivity for all students. By redesigning materials to be compatible with screen readers, accommodating speech-to-text software, and providing support for other assistive technologies, the revised task ensures that students with diverse needs can demonstrate their understanding effectively. These changes lead to enhanced student performance, better learning outcomes, and a more inclusive learning environment that supports all students, regardless of their abilities.

    Considerations

    Do assessments accommodate the use of assistive technologies such as screen readers, speech-to-text software, and other aids?

    Additional Considerations:

    How does the inclusion of assistive technologies impact the accessibility and inclusivity of assessments? Are all students able to demonstrate their understanding effectively, regardless of their abilities?

    Original Assessment Task: Building Code Compliance Report

    Task Details

    • Description: Students are required to submit a report evaluating a building’s compliance with local building codes, including a detailed analysis of structural, electrical, and safety standards. The report should include written analysis, diagrams, and tables.
    • Timing: Announced at the beginning of Week 1, due by Week 6.
    • Percentage: 30%

    Issues:

    1. Inaccessible to Screen Readers: The report template and supplementary materials (diagrams and tables) are not compatible with screen readers, making it difficult for visually impaired students to access and understand the content.
    2. No Support for Speech-to-Text Software: The assessment does not accommodate students who rely on speech-to-text software, creating barriers for those with disabilities that affect typing or writing.
    3. Limited Availability of Aids: There are no provisions or guidelines for the use of other assistive technologies, limiting the ability of students with diverse needs to complete the assessment effectively.

    Revised Assessment Task: Building Code Compliance Report

    Task Details:

    • Description: Students are required to submit a report evaluating a building’s compliance with local building codes, including a detailed analysis of structural, electrical, and safety standards. The report should include written analysis, diagrams, and tables.
    • Advance Notice: Assignment details and expectations are provided at the end of the previous semester and reiterated in the first class of the current semester.
    • Timing: Announced at the end of the previous semester, due by Week 8.
    • Percentage: 30%

    Changes Implemented:

    1. Screen Reader Compatibility: The report template and all supplementary materials are redesigned to be compatible with screen readers, ensuring that visually impaired students can access and understand the content.
    2. Support for Speech-to-Text Software: Guidelines and support are provided for students who use speech-to-text software, allowing them to submit their reports using this technology without penalty.
    3. Provision for Other Assistive Technologies: Clear instructions and support are provided for the use of various assistive technologies, such as magnification devices, text-to-speech software, and alternative input devices.

    Improvements:

    1. Enhanced Accessibility: The redesigned materials are compatible with screen readers, making the assessment accessible to visually impaired students.
    2. Increased Inclusivity: Accommodating speech-to-text software and other assistive technologies ensures that students with diverse needs can complete the assessment effectively.
    3. Improved Student Performance: With the necessary support and tools, students can demonstrate their understanding and skills more accurately, leading to better performance and learning outcomes.
    4. Greater Awareness and Support: Providing clear instructions and support for assistive technologies raises awareness among all students and staff, promoting a more inclusive learning environment.