Students who experience universally designed assessment often report that their knowledge is being fairly assessed compared with non UDL assessments.

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning, and Assessment, 3(7). Opens new windowhttp://www.bc.edu/research/intasc/jtla/journal/pdf/v3n7_jtla.pdf.

This pilot study applied principles of Universal Design for Learning to the creation of a prototype computer-based test delivery tool that provides students with a flexible, customizable testing environment with the option for read-aloud of test content. Qualitative and quantitative findings based on a sample of high school students with learning disabilities provide preliminary support for the potential benefits and usability of digital technologies in creating universally designed assessments that more fairly and accurately test students with disabilities.

Kortering, L. J., McClannon, T. W., & Braziel, P. M. (2008). Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying. Remedial and Special Education, 29(6), 352-363.

This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments under Section 504 of the Rehabilitation Act) to that of their general education peers. Findings showed that relative to their other academic classes, both groups of students had high levels of satisfaction and expressed similar themes as to what they perceived to be the best and worst parts of the interventions and ideas for improvement. Both groups also reported near unanimous agreement as to wanting their teachers to use more UDL interventions. The reported perceptions and subsequent comparison forms the basis for discussing the implications of UDL in high school settings.

Schelly, C., Davies, P., & Spooner, C. (2011). Student perceptions of faculty implementation of universal design for learning. Journal of Postsecondary Education and Disability,, 24(1), 17-30.

I can speak as an international student from the Caribbean studying in U.S. tertiary institutions. I had difficulty adjusting to the multiple choice tests that required quick thinking instead of my customary essay writing or short answers. It was also challenging connecting with the U.S. centric content and related test questions, which seldom required a developing country perspective, so for me assessment was less authentic.As a result, my performance was not always "tops."

Initial stage - Assessment should be in tune to the content taught.

Reinforced Stage - Assessment should facilitate cross-learning (debate / articulate / quiz etc.,)

Evaluative stage - Assessment should include application of learning & iron out differences

 I appreciate the three stages by Krishnan Umachandran. These three will surely suffice the requirement of good and fare assessment system.

Ratna, I was pleased to see this article by Prof Masters. I have talked to him about it. ACER is a premier educational organisation, so to see him support this notion is wonderful. I began work on this issue in 2000 and consider it to be the single most important change in schooling for younger students to be put on the table for a long time, because it effects the perception of both teachers and students aboutwhat it means to be a successful learner.

Ratna, Thanks for the link. I hadn't seen that AER. It is excellent. I advocate it to anyone interested in the impact of assessment systems on learning.

Can I also advocate two other questions for thse interested in this issue.

https://www.researchgate.net/post/Are_students_grade-seeking_or_competence-seeking#541dfe52d11b8b773f8b4573

And

https://www.researchgate.net/post/Does_the_way_we_describe_success_in_education_affect_students_and_teachers_perception_of_their_roles?_tpcectx=profile_questions

See

Bangert-Drowns, R.L.K., Chen-Lin C. Kulik, James A. Morgan, MaryTeresa (1991a)  Review of Educational Research, 61 (2), 213-238.

Bangert-Drowns, R.L.K., James A Kulik, Chen-Lin C (1991b) Effects of Frequent Classroom Testing. Journal of Educational Research, 85 (2), 89-99.