2.2 Clearly Define Learning Outcomes

Carefully constructed learning outcomes are essential to the design of flexible and valid assessments. A key understanding in the universal design of assessments is that barriers arise when learning outcomes and the means for achieving these outcomes are misaligned. For example, consider the following learning outcome for a course in Canadian Popular Culture:

Notice how one way of demonstrating learning (writing an essay) has been embedded with the outcome of analyzing influences on Canadian television production. This melding of “means and end” will disadvantage those students for whom essay writing is not a preferred means of demonstrating learning. However, separating means from ends helps to remove barriers and create a more valid assessment of course learning outcomes, in this case, an understanding of influences on Canadian television and the ability to conduct an analysis. Consider the reworked learning outcome:

Now, there are options for the ways students conduct their analysis and present their results (e.g., writing, demonstrations, multimedia, interviews, presentations, wikis).

Learning Personas – Three Assessment Experiences

To illustrate the impact of the three principles of UDL on assessment, the following infographic portrays the experiences of three students and the unintended barriers that can arise at various points in the assessment process. Kevin’s experience demonstrates how a carefully constructed learning outcome and options for action and expression removed barriers and allowed him to demonstrate his learning fully.

We will refer to this infographic throughout the chapter.

Three assessment experiences

	Melanie	Kasha	Kevin
Profile	Melanie struggles with motivation, self-regulation, & time management.	Kasha has a print disability that impacts her ability to process printed information.	Kevin has cerebral palsy impacting his ability to word-process.
Assessment Tools	10-page research paper, using APA format, due in 5 weeks	Timed online (LMS) multiple-choice exam	Assignment menu: narrated slide presentation, podcast, interview, wiki page
Learner experience: Initial steps	Melanie feels overwhelmed by the paper’s length requirement and puts off starting for 4 weeks.	Kasha uses screen-reading software to review instructor-provided study guides and lecture notes on the LMS.	Because of Kevin’s slower keyboarding and strong verbal skills, he decides on the podcast interview.
Learner experience: Getting organized	Melanie finds a lot of information but doesn’t know how to organize it.	Kasha submits a request for exam accommodations: 1.5X time extension, exam formatted for screen-reading.	Kevin and his online learning partner create a project plan with assigned tasks and timelines for the research, script writing, and podcast production.
Learner experience: Doing what’s possible	Too many sources, no experience with APA, and tomorrow’s due date — Melanie decides not to complete the assignment.	The exam’s formatting is not compatible for screen-reading, resulting in poor navigation and out-of-sequence reading.	They listen to the samples attached to the assignment description and choose the Gzowski-style format.
Learner experience: Conclusion	Although Melanie was interested in the topic and collected a lot of relevant information, she receives a zero on the assignment.	Kasha just barely completes the exam before it closes and worries that she may not have understood some of the questions.	Kevin’s partner types the scripts with Kevin’s input. Kevin produces the audio recording and uploads it to the online discussion board.
Profile images by Lluisa Iborra, licensed under CC BY 3.0