Cross-disciplinary program and lower-division courses have always had multiple instructors for a single course. This is good for handling the volume of students who must complete the course, and offers a variety of viewpoints and approaches to basic course material. However, it does not necessarily lead to consistent assessment, particularly in models where instructors design all exams. Assessment inconsistency can lead to unreliable results that usually show up just when the students need those skills the most—as they encounter the more difficult material in upper division courses.

Fortunately, there’s a solution: a consistent, collaborative approach called Universal Assessment Design. As each principle of universal design is addressed, a chain reaction creates well-designed assessments that meets the intended purpose and goals of the program. Scantron assessment development expert Jennifer Neal discussed these principles and explore the cumulative effects produced when universal design is incorporated into assessments.


Jennifer Neal [circle image of smiling woman's face]Jennifer Neal, Senior Assessment Development Specialist, Scantron Corporation