Although Universal Design for Assessment (UDA) has received considerable attention in recent literature and at professional meetings, no authentic example of wide-scale UDA implementation presently exists, nor is there complete agreement on the core concepts and principles that define UDA. In contrast, universal design with a "Capital U" might take a more systemic perspective, incorporating three key assumptions, as discussed in this report: - there is both a legal and ethical obligation to include all students in accountability assessment;
- attempting to create a single assessment to meet that obligation is impractical and exceeds the current state of the technology; and
- in its truest form, UDA is best represented as a tightly linked system of assessments and alternates all of which are designed to measure a core set of grade-level expectations.
This issue of NERRC Conference Coverage highlights the outcomes of the NERRC-hosted Fifth Annual Session on Alternate Assessment for Students with Disabilities. The Alternate Assessment Pre-Session was held in conjunction with the Council of Chief State School Officers' National Conference on Large-Scale Assessment. The focus for states in June 2002 moved from development and implementation to the use of alternate assessment results in statewide reporting and accountability systems.
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