Introduction
Imagine that Patrick is taking a math test with his class. The test comes in two formats: One presents the problems on paper; the other presents the problems on a computer screen and gives test-takers the option of hearing the words read aloud through text-to-speech. According to recent research (Tzuriel, 2000), a student like Patrick, who has difficulty reading and writing, would almost certainly achieve a higher score on the second version than he would on the first. Other students also might benefit from the computer-based format by virtue of the reading supports it offers, their own preference for working with computers, or other factors.
Which version of the test yields the more accurate score? Which provides Patrick's teacher, Mr. Hernandez, with more helpful information? Which is fairer? These are questions we seek to answer as we explore how Universal Design for Learning can improve assessment.
