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A Case for Reimagining Universal Design of Assessment Systems

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Title: A Case for Reimagining Universal Design of Assessment Systems
Language: English
Authors: Cara Cahalan Laitusis, Meagan Karvonen
Source: Educational Measurement: Issues and Practice. 2025 44(3):5-14.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Assessment, Access to Education, Systems Approach, Psychological Needs, Inclusion, Test Use, Test Interpretation, Personal Autonomy, Test Validity, Assessment Literacy
DOI: 10.1111/emip.12674
ISSN: 0731-1745
1745-3992
Abstract: The 2014 "Standards for Educational and Psychological Testing" describe universal design as an approach that offers promise for improving the fairness of educational assessments. As the field reconsiders questions of fairness in assessments, we propose a new framework that addresses the entire assessment lifecycle: universal design of assessment systems. This framework is rooted in the original Universal Design principles but extends beyond test design and administration to the entire assessment lifecycle, from construct definition to score interpretation and use. Another core tenet within this framework is the integration of psychological theory on universal human needs for autonomy, competence, and relatedness with flexibility based on our contemporary understandings of neurodiversity, culture, and multilingualism. Finally, the framework integrates the original "Universal Design" principle of "tolerance for error," which promotes assessment designs that anticipate unintended actions and mitigate potential harms. After describing how the principles and guidelines might apply in contexts ranging from classroom assessments to statewide assessments and licensure exams, we conclude with practical implications and next steps. We hope future versions of the "Standards for Educational and Psychological Testing" incorporate this broader, systems-wide approach to universal design.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482835
Database: ERIC
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  Data: A Case for Reimagining Universal Design of Assessment Systems
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  Data: <searchLink fieldCode="AR" term="%22Cara+Cahalan+Laitusis%22">Cara Cahalan Laitusis</searchLink><br /><searchLink fieldCode="AR" term="%22Meagan+Karvonen%22">Meagan Karvonen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Measurement%3A+Issues+and+Practice%22"><i>Educational Measurement: Issues and Practice</i></searchLink>. 2025 44(3):5-14.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: The 2014 "Standards for Educational and Psychological Testing" describe universal design as an approach that offers promise for improving the fairness of educational assessments. As the field reconsiders questions of fairness in assessments, we propose a new framework that addresses the entire assessment lifecycle: universal design of assessment systems. This framework is rooted in the original Universal Design principles but extends beyond test design and administration to the entire assessment lifecycle, from construct definition to score interpretation and use. Another core tenet within this framework is the integration of psychological theory on universal human needs for autonomy, competence, and relatedness with flexibility based on our contemporary understandings of neurodiversity, culture, and multilingualism. Finally, the framework integrates the original "Universal Design" principle of "tolerance for error," which promotes assessment designs that anticipate unintended actions and mitigate potential harms. After describing how the principles and guidelines might apply in contexts ranging from classroom assessments to statewide assessments and licensure exams, we conclude with practical implications and next steps. We hope future versions of the "Standards for Educational and Psychological Testing" incorporate this broader, systems-wide approach to universal design.
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