Uniwersalne projektowanie oceniania (UDA) w perspektywie sprawiedliwości i trafności pomiaru w pedagogice włączającej

Dorota Chimicz

doi:10.18290/rped26183.5

Published : 2026-09-25

Vol. 18 No. 3 (2026)

Universal Design of Assessment (UDA): Fairness and Measurement Validity in Inclusive Pedagogy

Dorota Chimicz

https://orcid.org/0000-0001-9531-4376

DOI: https://doi.org/10.18290/rped26183.5

Abstract

The article examines the concept of Universal Design of Assessment (UDA) from the perspective of inclusive pedagogy and debates on fairness and validity in educational measurement. It begins with a reflection on the tension between the declared inclusiveness of educational systems and the persistence of selective, norm-referenced models of assessment. The text takes the form of a critical narrative literature review and reconstructs the theoretical foundations of UDA and its systemic extension (UDAS), with particular attention to the notions of assessment construct and construct-irrelevant variance. It also discusses the current state of empirical research on the impact of design-based solutions on assessment accessibility and measurement validity. The analysis shows that appropriately designed modifications may reduce procedural barriers without altering the essence of the competence being assessed, although the available evidence remains partial and largely pilot in nature. The article also highlights the limitations and implementation conditions of UDA, as well as the challenges linked to the more systemic approach represented by UDAS.

Keywords:

Universal Design of Assessment (UDA), inclusive education, assessment fairness, educational accessibility

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