UDL Self-Assessment

The following questionnaire is an “assessment FOR and AS learning” tool. You can use it as a formative assessment tool to help you determine your entry point into UDL and You. You can also use it as a reflexive tool to explore your growing understanding of UDL and its application to your teaching practice. Select the best answer from the series. When you are finished you will get a tally from 1-15. You can use the tally to determine how “deep a dive” you’ll take into UDL. Use the number as a guide and feel free to follow your own interests and needs.

1. UDL stands for:

1 point

Universal Development of Learning

Universal Development of Leaders

Understanding Developmental Learning

Universal Design for Learning

2. UDL is:

1 point

A tool available from CAST to help create lessons for struggling readers

A checklist for designing lessons and materials that meet the needs of students with disabilities

A flexible framework that guides the creation of goal, methods, materials and assessments to address learner variability

A national standard for curriculum materials that schools need to follow

3. The three brain networks are:

1 point

Cognitive, Metacognitive, Emotive

Affective, Recognition, Strategic

Primal, Hippocampus, Limbic

Semantic, Memory, Executive Functions

4. The three principles of UDL are:

1 point

Engagement, Representation, Action & Expression

Language Development, Social Development, Cognitive Development

Thinking, Planning, Processing and Producing

Monitoring, Retrieving, Processing

5. The term “learner variability” is defined as:

1 point

The emotional states of learners during different times of the day

The dynamic and evolving combination of strengths, needs and preferences of each learner

The distinct, categorical groups learners belong to based on ability

The diverse cultural backgrounds of learners and their families

6. According to UDL, disability is:

1 point

A label assigned on the basis of a leaner's score on a mental test

A personal limitation of the learner that requires remediation

A fluid state resulting from the interaction of a learner and the environment

A personal characteristic that resides in the learner

7. The overarching/ultimate goal of the principle engagement is to ensure learners:

1 point

Are excited by the lessons being taught

Will work hard to complete tasks assigned to them

Are able to self-regulate their emotions and motivation for learning

Will sustain their effort and persistence through teacher support

8. Which one is not one of the UDL assumptions and beliefs?

1 point

Disability is at the intersection where the individual interacts with the environment or context

Variability is the norm. If we design for the average we design for no-one

Finding solutions for each individual learner is essential for academic, social and emotional growth

It is essential to remove barriers to learning through both design, and the inclusion of technology while maintaining high expectations for all learners.

9. According to UDL, when it comes to instructional goals it is most important to:

1 point

Set a lower goal to ensure every learner is successful

Ensure they align with state standards

Separate the goals from the means of achieving them

Make sure goals follow the same language in the standards

10. The UDL guidelines are intended to be used as a:

1 point

Series of principles and checkpoints to check off as they are implemented

3 principles and 9 guidelines that teachers move systematically through to ensure each aspect of UDL is addressed

A flexible framework to guide the transition from externally motivated, teacher- driven instruction to intrinsically motivated, student-driven learning

A tool for evaluating the lesson once it has been taught

11. The ultimate goal of UDL is to create:

1 point

Energetic Learners who are Hard-working

Expert Learners who are Goal Directed

Empathetic Learners who are Kind

Extrovert Learners who are Eloquent

12. UDL asks us to ensure that assessment is:

1 point

Summative only, ensuring students have all the skills they need before they are assessed

Eliminated so that students can develop a growth vs. fixed mindset

Designed so that students can demonstrate their learning in multiple ways

In the form of tests and quizzes so technology can be used to support those who struggle

13. Ultimately, “Voice and Choice” means students:

1 point

Are given more and more responsibility for the planning, choice, direction and demonstration and advocacy of their learning

Are given options and choice from a variety of teacher determined resources and materials

Are required to use technology to express what they know

Are able to choose the method for sharing their final projects

14. Why is self-regulation an important goal in UDL?

1 point

Students need to develop self-control so classroom activities, periods of transition and instruction can proceed without disruption to the teacher or other learners

Students need to learn to apply teacher designed rewards and positive reinforcement to help them complete school tasks including the ability to remain seated, avoid emotional outbursts, and work with others

Students need to develop self-awareness so they can work collaboratively with others, show respect for others and treat others kindly

Students need to learn to strategically monitor their levels of engagement and emotional states to effectively manage interactions and challenges within the learning environment

15. Students understanding of and development of their internal thought processes are key to full UDL implementation. These thought processes include:

1 point

Rewards, punishment and reinforcement

Self-regulation, metacognition and self monitoring

External reactions, internal states and extrinsic motivation

Hypothesis, antithesis, synthesis

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