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D293 ASSESSMENT AND LEARNING ANALYTICS SECTIONS 4 LESSON 1&2 WESTERN GOVERNORS UNIVERSITY.
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D293 ASSESSMENT AND LEARNING ANALYTICS SECTIONS 4 LESSON 1&2 WESTERN GOVERNORS UNIVERSITY.
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D293 ASSESSMENT AND LEARNING ANALYTICS SECTIONS 4 LESSON 1&2 WESTERNGOVERNORS UNIVERSITY.
1. Universal Design for Learning: Theory and Practice - 1. Align assess-
Tips for Assessments ments to learning
goals.
2. Offer authentic
opportunities for
assessment.
3. Assess en-
gagement as well
as content knowl-
edge.
4. Include frequent
formative assess-
ments.
5. Reduce unnec-
essary barriers to
access.
6. Support learner
variability through
flexible assess-
ments.
7. Use and share
rubrics to clarify
expectations.
8. Involve learners
in assessing their
learning progress.
9. Reflect on sum-
mative assess-
ments for future
design.
10. Build commu-
nities of practice
that support re-
flective design.
2. How do students benefit when Universal Design for Students face few-
Learning (UDL) guidelines are applied to assessment er barriers.
design?
,D293 ASSESSMENT AND LEARNING ANALYTICS SECTIONS 4 LESSON 1&2 WESTERN
GOVERNORS UNIVERSITY.
3. How do learners with disabilities benefit from assess- - Assessments
ments designed using Universal Design for Learning can be flexible.
(UDL) guidelines? Choose 3 answers. - Multiple forma-
tive assessments
are offered.
- Barriers are re-
duced but not
completely re-
moved.
4. To ensure that assessment is inclusive for learners True
of varying abilities and backgrounds, learning expe-
rience designers must consider learners' needs and
preferences.
5. As complex human beings, we all respond to different barriers to learn-
types of learning. No matter if it's the information it- ing
self, how it's presented, or where we are consuming it,
we all have preferences that, if left unconsidered, can
cause serious .
6. Elements that can impact a student's ability to learn School barriers
at school.
7. Elements that can impact an employee's ability to Workplace barri-
learn at work. ers
8. Fears, motivation, and other emotions preventing a Emotional barriers
student from having the confidence to fully immerse
themselves in a new learning environment.
9. Physical elements, such as workplace distractions, Environmental
impacting the student's ability to succeed within their barriers
learning environment.
10. Conditions that make learning more challenging for Psychological
students, such as dyslexia, autism, or ADD/ADHD. barriers
11. True
, D293 ASSESSMENT AND LEARNING ANALYTICS SECTIONS 4 LESSON 1&2 WESTERN
GOVERNORS UNIVERSITY.
Learning barriers can be physical, mental, emotional,
cultural, or social elements that get in the way of a
student achieving their learning goals.
12. can all Inspiration, dis-
impact a student or employee's enthusiasm to learn traction, drive, and
something new. interest
13. - like leaderboards, re- Gamification ca-
wards, puzzles, and quizzes - create a more immer- pabilities
sive experience that incentivizes your audiences to
kick their learning into gear.
14. What are some of the most common barriers to learn- 1. Motivation
ing 2. Lack of previous
knowledge
3. Learning chal-
lenges
4. Learning envi-
ronment
5. Emotional fac-
tors
6. Learning styles
7. Overall presen-
tation
8. Learning experi-
ence
15. When starting your online course development, it is True
essential to start by understanding your most impor-
tant audience - the students themselves. Knowing
who they are, how they learn best, and what they need
to excel will help you break down common learning
barriers and create a memorable learning experience
for everyone.
16. How to overcome this learning barrier: be aware and True
remove obstacles that can prevent your students
from engaging fully. Use Universal Design for Learn-
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