Assessing K-12 students in online environments poses new challenges, including assessing special population students. With accommodations, modifications, and Universal Design for Learning (UDL) principles adapted to the online environment, teachers can differentiate assessments to support student learning and provide equity for all students.
What are my experiences differentiating assessments for special population students?
Why is it important for me to consider how students represent the content they have learned?
How can I differentiate and/or adapt online assessments for special populations while ensuring that the target content has not changed?