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Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372.
Fovet, F. (2019). Not just about disability: Getting traction for UDL implementation with International Students. In Transforming Higher Education Through Universal Design for Learning (pp. 179-200). Routledge.
Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. NASPA's NetResults.
Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82-88.
Molapo, M., Moodley, C. S., Akhalwaya, I. Y., Kurien, T., Kloppenberg, J., & Young, R. (2019, June). Designing digital peer assessment for second language learning in low resource learning settings. In Proceedings of the Sixth (2019) ACM Conference on Learning@ Scale (pp. 1-13).
Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1).
Rao, K., Torres, C., & Smith, S. J. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.
Reisman, F., & Severino, L. (2020). Using creativity to address dyslexia, dysgraphia, and dyscalculia: Assessments and techniques. Routledge.
Robinson, B. K., & Dervin, A. (2019). Teach to the student, not the test. Urban Education Research & Policy Annuals, 6(2).
Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4), 273.
Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Educational measurement: Issues and Practice, 37(1), 21-34.