One way that I plan to make the assessments in my learning resource more inclusive is by providing options for completion. The original plan my group had made for one of our assessments was to include a written reflection on what they have learned and how it could be applied to their everyday thinking. While this is an assessment that many of our learners may like and be comfortable with, it is limiting to others. We will include the option to complete the reflection in a variety of ways including formal writing, verbal presentation, or with an alternative artifact such as a poem, story, art piece, or video. The options are not limited to allow learners to engage with content in a way that helps them build a connection to it and allows for their autonomy. 

The first time I was introduced to an assessment that was open like this I was initially terrified. I had never been given the choice on how to submit an assignment and had no idea where to start. Then one day inspiration struck. I had visualized something I wanted to create that represented the knowledge I wished to present. That assessment, and the learning that surrounded it, has stuck with me because engaged with it in a way I never had before. 

In my case I was not allowed to submit my assignment in the form of formal writing, which is what forced me to go in another direction. However, I am hesitant to not allow learners to choose this option as it is very accessible and well-practiced for many. This is beneficial for those who may be restricted by time or circumstance from choosing an alternative method.

I will also note that where possible we will add alternative ways to engage with our learning resources. Any videos that we provide will have the option of closed captions and/or a transcript available. As well as group discussion that will allow students the opportunity to discuss what they learned and potentially fill gaps or missed information. 

I found this video on UDL that was informative if anyone would like to watch.