ADCET UDL Symposium: Measuring Impact - A UDL Aligned Inclusive Assessment Self Evaluation Tool for Evidence Informed Best Practice

In-person presentation

Designing inclusive assessment at scale can feel overwhelming for time-poor educators. This presentation showcased a browser-based inclusive assessment self‑evaluation tool developed for RMIT’s College of Business and Law (CoBL) to support Higher Education educators to review and redesign assessment through a UDL 3.0 lens, helping to share the responsibility of inclusive practice by embedding this into co-design workflow with learning designers and promoting community through resource sharing.

The tool guides educators step-by-step through their assessment plan, prompting reflection on their design through an inclusive lens, alongside alignment to course learning outcomes and institutional policy. Automated feedback helps to identify strengths and quick wins (e.g. alternative formats, flexible submission modes, scaffolded executive function supports), and links educators to relevant RMIT resources and supports. The tool is intentionally designed as a flexible co‑design support: Learning Designers can invite educators to complete it prior to consultation, work through it together in real time, or embed it into CoBL’s signature Holistic Learning Design program design and review process as a peer‑review activity.

This session reported on current, early educator use cases, and our emerging framework for measuring impact on assessment design at a program level and the student experience. It outlined data collection and visualisation approaches to evidence how learning design partnerships are uplifting inclusive assessment design at scale.

Participants both online and in‑person had the opportunity to interact with the tool, applying it to a case study, and discussing how a similar self‑evaluation could be adapted for their own HE or VET contexts. The goal was for attendees to leave with an adaptable model for embedding UDL‑aligned approaches to inclusive assessment, and a starting point for measuring impact.

Presenters

Talia Lewis, a Senior Coordinator of Inclusive Learning and Teaching, is leading the adoption of the Universal Design for Learning framework at RMIT. With a background in educational design and extensive experience building academic capability development, she partners with educators and professional staff to reduce systemic barriers to participation. She is currently undertaking a Master of Education (Leadership and Development), critically examining how neuro-inclusive design can operate as a mechanism for systemic change, challenging deficit narratives and addressing inequities in learner experience, and supporting more equitable transitions to the workplace.

(June 2026)