Addressing Student Test Anxiety through Universal Design for Learning Alternative Assessments

Abstract

U.S. college students report relatively high levels of anxiety and test anxiety specifically, which can interfere with their performance on traditional assessments. Universal Design for Learning provides a framework to encourage multiple options for action and expression, allowing students to demonstrate their knowledge in ways that are uninhibited by disabilities. This study seeks to assess the relationship between UDL assessment strategies, especially the provision of choice, and reduction of anxiety. The findings suggest that the relationship is complex, indicating that allowing choice in assessment may be effective in alleviating some symptoms of anxiety for specific subpopulations of students. Results indicate fear of academic failure may be a prominent driver of student choice in assessments, particularly for students with disabilities.