What are some strategies for making assessments more accessible to all students?

1 Know your students

The first step to making assessments more accessible is to know your students well. This means understanding their strengths, weaknesses, interests, preferences, and learning styles. You can use various tools, such as surveys, interviews, portfolios, and observations, to gather information about your students. This will help you design assessments that match their needs and goals, and provide them with appropriate support and feedback.

4 Adjust for accommodations and modifications

The fourth step to making assessments more accessible is to adjust for accommodations and modifications. Accommodations are changes that do not alter the content or expectations of the assessment, but make it easier for students to access and complete it. For example, you can provide extra time, a quiet space, a calculator, or a reader for students who need them. Modifications are changes that do alter the content or expectations of the assessment, such as reducing the number or difficulty of the questions, or using a different grading scale. You can use accommodations and modifications for students who have special needs, such as learning disabilities, physical impairments, or language barriers.

5 Review and revise your assessments

The fifth step to making assessments more accessible is to review and revise your assessments. This means evaluating the effectiveness and equity of your assessments, and making improvements based on the results and feedback. You can use various methods, such as rubrics, checklists, data analysis, and student input, to assess the quality and impact of your assessments. You can also seek feedback from other educators, experts, or stakeholders, to ensure that your assessments are aligned with the standards and best practices.

6 Promote a culture of assessment for learning

The sixth step to making assessments more accessible is to promote a culture of assessment for learning. This means using assessments as a tool to facilitate student learning and growth, rather than as a means of evaluating success or failure. To do this, it is important to communicate the purpose and criteria of the assessments clearly and transparently to students and parents. Additionally, it is essential to emphasize the process of learning rather than the product or performance. Self-assessment and peer-assessment should be encouraged, as well as fostering a growth mindset and sense of ownership among students. Providing timely, specific, and constructive feedback can also create opportunities for students to act on it and improve their learning.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?