Universal Design for Learning

An area that has garnered particular attention in UDL is assessment, closely tied to the principle of providing multiple means of action and expression. UDL promotes flexibility in how students can demonstrate their understanding, encouraging educators to offer diverse options such as written essays, presentations, portfolios, or multimedia projects. This approach not only accommodates varied learning preferences but also fosters creativity and deep engagement.

In addition, formative and authentic assessment play a vital role in a UDL framework. 

Here are some tips on implementing UDL principles redesigning your assessment.

• Wherever possible, create varied assignment options. Allow students to submit work in text, audio, or video form, to cater to diverse strengths.
• Include formative assessment: Low-stakes quizzes, essay/report plans, reflective journals, online polls, or peer feedback sessions can all be used to gauge student progress and understanding, helping them grow and succeed at each step. Use data from formative assessment to adjust your instruction.
• Break large projects into smaller milestones with regular check-ins to keep students focused and reduce overwhelm.
• Encourage peer collaboration and feedback through structured group tasks or peer reviews to foster social engagement and deeper understanding.
• Make sure to communicate how the assessment aligns with the programme and module learning objectives. Share the clear marking rubrics with students.

See also: Our Assessment and Feedback guides

The COVID-19 pandemic underscored the need for rapid adaptations in both instruction and assessment. UDL’s emphasis on flexibility proved invaluable, enabling educators to use technology platforms, for example for alternative assessment formats—such as online discussion boards, recorded presentations, or digital portfolios—and to leverage accessibility features like automatic captions and text-to-speech tools.

With these benefits in mind, here are some tips on implementing UDL principles when using digital technologies:

• Provide electronic copies of handouts so students can reformat them or use assistive tools like text-to-speech.
• Use built-in accessibility features: Encourage students to use Immersive Reader, text-to-speech tools, and screen readers in platforms such as Microsoft Teams. Offer options in accessing materials, and make sure that your content is accessible. Get familiar with our Digital Accessibility guides, to know what features are available, and how to make the most of them - in the most efficient way. 
• Use accessible fonts and clear layouts (sans-serif, high contrast) to improve readability.
• Record lectures or demonstrations (e.g., via ReCap) and make them available, benefiting students who need to revisit the material.
  
• Provide captions and transcripts for audio and video to aid Deaf or hard-of-hearing students, non-native speakers, and those in noisy environments. 
• Incorporate frequent, low-stakes checks for understanding: Use tools like Kahoot or learning management system quizzes to gather immediate feedback and tailor your teaching accordingly.

UDL has predominantly been explored in undergraduate classrooms, yet it holds great potential for a wide range of non-traditional learning environments, including science labs, language labs, art studios, trades workshops, and outdoor classrooms. These spaces offer unique challenges and opportunities for inclusive design.

Below are some practical ways to apply UDL in various non-traditional environments.

Laboratories and Workshops

• Provide step-by-step instructional videos, virtual lab tours or simulations before lab sessions, allowing students to review techniques at their own pace.
• Offer multiple ways of recording data (digital spreadsheets, voice recordings, or tactile charts) to accommodate diverse accessibility needs.
• Ensure any necessary adaptations (e.g., specialised grips, accessible workstations) are available for safe, inclusive physical manipulation of equipment.
• Build in collaborative or paired tasks to reduce physical and cognitive demands on any one individual.
• Read our guides to laboratory teaching, and self-enrol in the Laboratory teaching Canvas course.

Language Labs

• Use varied media for language practice (audio clips, videos, interactive software, conversation groups) to match learners’ preferences.
• Allow multiple formats for demonstrating progress—recorded speech samples, live conversations, or written reflections—to reduce anxiety around oral exams.

Art Studios

• Provide digital or alternative creative tools (e.g., graphic design software, digital painting programs) in addition to traditional materials.
• Offer flexibility in critique methods—such as written feedback, audio commentary, or one-on-one discussions—to accommodate different comfort levels.
• Encourage peer feedback using structured protocols that focus on learning objectives rather than a single “correct” method.

Fieldwork

• Conduct risk assessments and clearly communicate physical requirements. Where possible, offer adaptive equipment (off-road wheelchairs, portable seating, etc.).
• Vary modes of participation: some tasks can be done collaboratively, while others may be individual or self-paced.
• Provide clear visual and textual maps or guides for outdoor explorations; consider virtual tours or photo-based assignments for those who face barriers.
• Read our guides to fieldwork and field trips.