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Optimize Performance with UDL

Learn how to remove arbitrary barriers to learner performance through Universal Design for Learning.

In this article:

UDL and Performance

Universal Design for Learning (UDL) acknowledges that learners vary in ways that can affect their performance…even if they have achieved learning objectives. UDL can help you create more flexibility to minimize barriers to success. When applying UDL, ask: “Does this assessment design favor certain students over others, regardless of the learning objectives?”

Engage more learners for better performance.

To boost performance through engagement, consider these three UDL approaches:

  • Maximize assessment authenticity: Use real-world problems to make tasks meaningful.
  • Maximize learner autonomy: Offer choices in topics or formats to tap into individual interests or strengths.
  • Foster community: Actively invite student input and provide consistent support.

Improve assessment access and comprehension for better performance.

Learners cannot perform well if they cannot access or comprehend materials. Ensure all instructions are clear, consistent, and fully accessible. Eliminate jargon, undefined acronyms, and culturally-specific idioms. If terminology isn’t being tested, provide vocabulary support to ensure language isn’t a barrier to demonstrating mastery.

Allow flexibility in action and expression for better performance.

Ultimately, performance is about action and expression. Learners differ in how they approach the learning process and express what they know…and their variability may have nothing to do with achievement of learning objectives.

Support self-regulation

Many college students have under-developed executive function due to ongoing brain development or even external factors like trauma. In an academic context, this means they may struggle to plan and monitor their work. You can bridge this gap by:

  • Breaking down large projects (like research papers) into smaller, manageable milestones.
  • Encouraging learners to articulate goals, track their progress, and reflect on their process.
  • Offering check-ins to help learners adjust their strategies before a final deadline.
  • Discussing exam preparation and reflection. Discuss how they might prepare one or two weeks before an exam and help them develop a study plan. After the exam, help them work through analysis of their performance and what that might mean for future exams. Some examples of supports are here: Pre-Exam Planner (setting and monitoring) and Post-Exam Analysis and Reflection (reflecting).

Allow for various expression styles and techniques

cartoon of animals as described in text
Cartoon by Hans Traxler (1929)

In the cartoon above, the instructor offers just one way for a variety of animals (a crow, monkey, penguin, elephant, fish, seal and dog) to prove themselves: climb a tree.

This cartoon illustrates that using a single method of evaluation often measures physical or circumstantial abilities rather than (or in addition to) mastery of the material. For example, a lab that requires standing for hours or a hand-written exam may create “arbitrary obstacles” for learners with physical limitations.

To optimize performance, ensure that the method of assessment doesn’t unintentionally block a learner from demonstrating what they actually know.

Consider communication style & medium

diagram described in text

Above is pictured one of many conceptualizations of different communication styles. This one based off the of DISC personality types, which classifies communication along two axes: excitable vs. even-keeled and task- vs. people-oriented. This results in four communication styles:

  • Dominant: decisive, competitive, intense and efficient.
  • Influencer: outgoing, persuasive, lively and enthusiastic.
  • Steady: relaxed, friendly, thorough and patient.
  • Conscientious: systematic, logical, process-oriented and risk-averse.

Another framework for thinking about communication is high-context vs. low-context communication. High-context communicators rely on more indirect, implicit, and non-verbal communication. Low-context communicators rely more on direct, explicit and verbal communication.

Whether through high-energy debate or meticulous writing, learners shine when the medium more closely matches their strengths and communication style. Unless a specific medium is the learning objective, offer two or three submission options.

Worried about grading? You don’t need multiple rubrics. Since the criteria for proficiency remain tied to the learning objective, a single, well-designed rubric can evaluate mastery regardless of whether the learner submits a paper, a podcast, or a presentation.

Below is an example rubric that only evaluates achievement of a learning objective while providing choice and flexibility for how that achievement is expressed. For more information on creating and using rubrics see the DELTA Teaching Resources article “Rubric Best Practices, Examples, and Templates.”

Feedback on how you exceeded thisProficient achievementFeedback on room for improvement
[Description of proficient achievement of criterion 1]
[Description of proficient achievement of criterion 2]
[Description of proficient achievement of criterion 3]
Rubric for grading assessment related to layers of the Earth

Conclusion

By ensuring that assignments and assessments don’t disengage or demotivate, that the content and instructions are perceivable and comprehensible, and that there is flexibility in how learners take action and express their learning, you can optimize performance. Start with assessments where you’d like to see improvement in learner performance to see if applying these UDL guidelines will result in the changes you are looking for.

Workshop Information

Optimize Performance with Universal Design for Learning

If no workshops are available, you can request an instructional consultation from LearnTech about this topic.

References and Resources

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