Teaching and Learning for Social Impact

Creating Adaptable Assessments, Assignments, and Activities

Now more than ever we need to be adaptable in our course design. To achieve this, we can think about the ways in which we approach assessment, assignments, and activities, incorporating as much flexibility as possible. As you read through this content, keep your purpose and learning outcomes in the forefront of your mind.

How can you use your purpose and outcomes to design assessments, assignments, and activities for your course?


Universal Design for Learning (UDL)

Incorporating UDL into your online teaching can help you move toward a more engaged, equitable, and accessible classroom. It is not a panacea for challenges that arise in online learning; however, it does offer a framework for reducing barriers and maximizing learning for all learners.

Reflect on the Qualities of an Adaptive Course and Course Components.

  1. What seems actionable?
  2. What are you already doing?
  3. What do you want to learn more about?
  4. How can you create a more level playing field for your students?
  5. What are the concepts students routinely misunderstand?
Next, look at a current assignment or assessment, or think about one you’re designing. Use the matrix to create an assignment that is both transparent and universally designed.
 
 Engagement: optimize relevance and authenticity, discuss learning goals, offer opportunities for reflectionRepresentation: clarify what students need to know, provide background information, offer alternatives for presentation of this information Action & Expression: vary methods for responding to assignment; support student goals and project management, allow students to use multiple tools for constructing their work
Purpose
  • What is the purpose of this activity?
  • What are students expected to demonstrate?
  • How does this connect to their personal life?

 		  
Task
  • What is the first step to take on an assignment?
  • What are the remaining tasks?
  • How can students get themselves unstuck?
  • How can students complete tasks to get the most out of them?
 
Criteria for success
  • What does “good” work look like in your class? For this assignment?
  • How will you communicate this to students?
 

Activity and Assignment Examples

Further Reading

This page has paths:

This page references: