This article demonstrates an approach for teachers to use outcomes from activities using the universal design for learning expression principle to evaluate student knowledge in content areas. Based on the student’s level of explanation using a variety of expression methods, teachers can determine whether students need additional support for re-teaching a concept or whether students are ready for additional practice or challenge. Various levels of technology can be used for formatively assessing student understanding, from no technology (e.g., paper and pencil) to mid- or high-technology tools found in most classrooms, including computers and tablets.
Finnegan, Lisa A.; Miller, Katie M.; Randolph, Kathleen M.; and Bielskus-Barone, Kristina D.
"Supporting Student Knowledge Using Formative Assessment and Universal Design for Learning Expression,"
The Journal of Special Education Apprenticeship: Vol. 8:
2, Article 7.
Available at: https://scholarworks.lib.csusb.edu/josea/vol8/iss2/7