Speaker
Description
Physics courses appropriately emphasize rigorous problem solving, mathematical reasoning, laboratory skills, and examinations. Universal Design for Learning (UDL), specifically Multiple Means of Action and Expression, encourages providing students with varied ways to demonstrate their learning. In physics, however, instructors may be hesitant to expand the ways students demonstrate mastery when rigor and quantitative problem solving are central to the discipline.
This presentation explores a different way of applying the UDL principle of Multiple Means of Action and Expression: rather than focusing primarily on providing multiple ways to complete the same assessment, broaden the assessment portfolio to capture different dimensions of physics learning.
Using examples from introductory physics courses, the presentation will discuss how instructors can examine existing assessments through a UDL lens, identify learning outcomes and potential barriers, and develop complementary assessment opportunities while maintaining the rigor and expectations of physics instruction.
