Abstract: A central challenge in inclusive education lies in cultivating a learning environment that authentically engages all students while recognizing their unique learning needs for meaningful participation in the classroom. Assessments hold considerable power as a motivational tool; however, without an inclusive design, they could potentially hinder academic progress and diminish student motivation (Novak & Rose, 2016).
The Universal Design for Learning (UDL) framework, as formulated by the Center for Applied Special Technology (CAST, 2018), underscores three critical brain networks essential for learning: affective, recognition, and strategic networks. The foundational principles of this framework—providing multiple means of engagement, representation, and action and expression—present educators with a roadmap to create an inclusive, dynamic learning environment. This framework is committed to ensuring all learners, regardless of their diverse abilities, have equal opportunities for meaningful engagement in learning.
This presentation delves into the application of UDL principles in devising and implementing both formative and summative assessments, situated within the context of post-pandemic, in-person, and online classrooms. The dialogue centers on inclusive, engaging, and innovative assessment methods, emphasizing the use of multi-modal assessments and e-Portfolios. These strategies serve as powerful tools to encourage active student participation, significantly boost motivation, and adeptly address the diverse spectrum of learning needs. Complementing these viewpoints, the speaker will draw upon past experiences from teaching in English as a Second Language classrooms, thereby providing a deeper understanding of practical implementation.
摘要：
全納教育 (inclusive education) 的其中一項關鍵挑戰，在於創建既能真正激發學習動機，又能照顧不同學習需要，從而所有學生均能有效參與的學習環境。評核雖可作為激發學習動機的有力工具，但沒有包容全納的設計的話，反而會阻礙學習進度，降低學習動機 (Novak & Rose, 2016)。
由美國「應用特殊技術中心」 (Center for Applied Special Technology [CAST], 2018) 制定的「全方位學習設計」(Universal Design for Learning, UDL)，指出三個對學習有關鍵作用的腦部網絡：情感網絡、識別網絡和策略網絡。UDL的三個課程設計基本原則 —— 多元參與、多元呈現，以及多元表達與行動，指引教育工作者設計出包容、動態的學習環境；UDL確保所有學習者，不論其能力，均可平等、有意義地參與學習。
本次講座將以新冠肺炎疫症後的面授和線上課堂為背景，探討如何應用UDL的原則設計和實行進展性評核和總結性評核。講者將會就不同評核方式的包容程度、鼓勵學生參與的程度以及創新程度與參加者討論；有關評核方式著重以多模式實行，並運用到電子學習歷程檔案；有關評核策略鼓勵學生積極參與、顯著激發學習動機，並有效應對不同學生的學習需要。此外，講者將以其過往教授英語作為第二語言的經驗進一步論證有關觀點，讓參加者更深入了解有關評核方式的實際應用。
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