Originally presented Thursday, May 20, 2021 by Beth Harrison, Consultant and Robert Spangler, University of Dayton

As we know, assessments of student learning do not always accurately measure what disabled students have learned. This is true for in-class assessments, and, as classes have moved online, the same problems persist. As a result, disability resource professionals spend significant time remediating problems with online assessments. While it is important to become familiar with the tools available for providing accommodations for online assessment, we must also develop strategies for working with faculty to consider their assessment choices. We’ll discuss transitioning from face-to-face to online assessments, concerns about cheating, and the challenge of adapting to change.