Dismantling Barriers via Multiple Representation on Grade Nine Provincial Achievement Tests in Mathematics and Social Studies

Abstract

Universal design for learning (UDL) provides a perspective that departs from a one-size-fits-all approach in the standard lecture and test style of educational practice. Incorporating the principles of UDL into assessment practice provides an opportunity to maximize student potentiality and also to increase student satisfaction with the process of writing provincial achievement tests. UDL, constructivism and multiple intelligences provide theoretical lenses through which learning and assessment are considered in this study. The purpose of this mixed method study was to explore how the UDL principle of multiple representation may dismantle barriers on grade nine provincial achievement tests in mathematics and social studies. The design involved the provision of at least two formats of the exam to all students while they completed the provincial achievement test rather than as an accommodation for students with diagnosed learning needs. All students were given access to the audio format of the exam as well as the written format of the exam. Both qualitative and quantitative data were collected during the study. Student participants were invited to complete a pre and post survey to report on their testing experience. A sample of students was invited to participate in one-on-one interviews to provide further details about their experience. The educators who were involved with the study were invited to participate in the interviews. Several findings emerged from the descriptive and narrative analysis of data. Students and teachers indicated that multiple representation on the provincial achievement tests was helpful because it provided support for students who benefit from using audio along with written formats of the test. Multiple representation through the provision of audio may be beneficial because students do no all have the same reading level and therefore may be compromised by the traditional printed format of the test. The study’s findings contribute to a much-needed dialogue for change about how multiple representation on large-scale assessment moves toward a more accessible and therefore more satisfactory testing environment for all learners. Multiple representation provide choices based on learning need or preference, which acknowledges and honours learner differences.