ADCET UDL Symposium: The 'Choose Your Own Assessment' - Applying UDL to Assessment Choice in First-Year Biology

In-person workshop

Learners vary widely in how they engage with content and demonstrate understanding. Traditional written assessments, particularly in large first-year science cohorts, can inadvertently privilege particular communication strengths while constraining others. In response, we designed a major science communication task in a first-year biology unit (~300 students) using a “Choose Your Own Assessment” (CYOA) model grounded in Universal Design for Learning (UDL 3.0).

In the CYOA, students work in small groups where they get to choose several different aspects of the assessment. This includes group members, the disease (and its biology), medical therapeutics; and most excitingly, the format of the communication piece (poster, pamphlet, podcast, recorded presentation, or video). All formats are aligned to shared learning outcomes and a common rubric emphasising disciplinary accuracy, clarity, engagement, and audience awareness. Scaffolded checkpoints and marker calibration processes are incorporated to support executive functioning and ensure equity across media.

The design was informed particularly by UDL 3.0 principles of Multiple Means of Engagement and Multiple Means of Action and Expression, with structured choice intended to reduce unnecessary barriers while maintaining academic rigour. Thus far, evaluation through student questionnaires, interviews, and unit feedback indicates broad uptake across formats, comparable academic performance between media types, and qualitative reports of increased agency, creativity, and ownership of learning.

While implementation required additional coordination and benchmarking, the CYOA model demonstrates that structured assessment choice can be applied at scale in large cohort units across different faculties. This case highlights how UDL-informed design can move beyond accommodation toward proactive, inclusive assessment architecture that supports learner variability without compromising standards.

Presenters

Dr Mike Widjaja is an Education Focused academic in the School of Life and Environmental Sciences at the University of Sydney. He teaches in large first-year biology units, with a focus on inclusive, student-centred assessment design. His work explores how structured choice, Universal Design for Learning (UDL), and authentic assessment can enhance student engagement, belonging, and agency at scale. Mike has led the development of innovative approaches such as “Choose Your Own Assessments” and integrates educational technology to support student learning.

Osu Lilje is an Education Focused academic in the School of Life and Environmental Sciences at the University of Sydney. She coordinates large first-year biology units serving 1,500+ students annually, focusing on AI-enhanced feedback, academic integrity, and equitable learning support. Her work explores how custom-built AI tools and rubric-aligned feedback can support scientific writing development and reduce barriers to help-seeking for international students. Osu co-founded the Science Educators Community of Practice (SECoP) and has led development of the Scientific Writing Assessment bot. She was recently awarded the Senior Fellowship of the Higher Education Academy.

(June 2026)