Assessment Design: Perspectives and Examples Informed by Universal Design for Learning
Section 2.5: Assessment Methods and Examples – Multimedia and E-Portfolio
With the wide access of smart devices, making videos, audio, and graphics have become much easier for students. Multimedia assignments have become more common in recent years as it provides options and sparks creativity in students’ work. Multimedia assessment could include recording the process of completing a task, recording a video or audio on a given topic, designing a poster or infographics, or even creating an animated video for storytelling.
Adopting multimedia assessment help develop students’ computer and digital literacy. Students could also have the opportunity to practice as many times as they need before submitting their final work. Because they are in a digital format, these assignments are easier to showcase as a part of a student’s portfolio.
Here is a UDL-informed example:
|Fei teaches an online course on Governance and Accountability. She has designed a public hearing simulation in which students need to write legal arguments on an issue assigned to them from police misconduct scenarios, but the ultimate goal is to have students debate as if they are in court. Since students are taking this course from different time zones and some are working professionals, Fei has implemented the following design changes to ensure students are supported and engaged:
Similar to Multimedia Assessment, e-portfolio provides students the freedom to curate and create multiple elements they find meaningful during their learning journey. They have the freedom to choose what elements to highlight and what to submit for assessment.
E-portfolios can become especially valuable if the ultimate goal is to complement student growth in career prep or professional development beyond the duration of their studies. A well-developed e-portfolio conveys the student’s skill sets and professional aspiration. It can also help develop a student’s digital identity which is often required by employers nowadays.
Here is a UDL-informed example
|Franco is teaching a 3-day course on Conflict Resolution. He has taught the course a number of times. While the course seems to function effectively, he would like to see students engage in a way that helps them understand communication and conflict resolution as a practice, in which students are constantly improving their skills by observing, sharing, and collaborating. He decides that e-portfolios could help.