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ACCESS-ed Resource Description

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Checklist for Universally Designed Tests

This pdf provides a list of items to insure that your test is accessible to all students.

R2D2 Center at UW-Milwaukee

Checklist for Universally Designed Tests  (PDF File)

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7 visitors have rated this entry an average 3.4 out of 5 stars.

There are 5 comments on this entry.

Posted by: Angela Benfield on Tue Oct 11, 2011 at 8:05 a.m.

Easy to understand and conceptualize what is "good"for accessible test.

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Posted by: debdeb808 on Thu Oct 13, 2011 at 2:56 p.m.

This was a checklist for making tests more Universally Designed on a campus. The checklist itself was pretty simplistic and provided some information as far as how to make tests more accessible, but I really liked the quotation at the bottom. The quote at the bottom was a reminder that the accessibility of the test should be for all users, not just students with disabilities, and that the purpose of the test is to demonstrate knowledge, not just provide consistency between students.

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Posted by: shannongrace22 on Tue Dec 02, 2014 at 11:41 p.m.

This test really does make one realize how many tests are not accessible!

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Posted by: torigolden on Mon Nov 23, 2020 at 8:32 p.m.

This is a good, easy to follow checklist. It gives exact measurements and details as to how to make it the most accessible it can be.

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Posted by: LillyHamlin on Tue Nov 23, 2021 at 8:30 a.m.

This is a great resource for those with little knowledge of accessibility to make sure that their tests are accessible. I like how quick and easy it is to use so that busy teachers can fit it into their lives!

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Tools and Resources

It took me several years of struggling with the heavy door to my building, sometimes having to wait until a person stronger came along, to realize that the door was an accessibility problem, not only for me, but for others as well. And I did not notice, until one of my students pointed it out, that the lack of signs that could be read from a distance at my university forced people with mobility impairments to expend a lot of energy unnecessarily, searching for rooms and offices. Although I have encountered this difficulty myself on days when walking was exhausting to me, I interpreted it, automatically, as a problem arising from my illness (as I did with the door), rather than as a problem arising from the built environment having been created for too narrow a range of people and situations.

Susan Wendell, author of
The Rejected Body: Feminist Philosophical Reflections on Disability