EXPLORING UNIVERSAL DESIGN FOR LEARNING-BASED FORMATIVE ASSESSMENT STRATEGIES IN “ENGLISH FOR SPECIFIC PURPOSES” COURSE AT UNIVERSITY

Abstract

This article explores the challenges of traditional assessment methods in higher education, particularly in the context of English for Specific Purposes (ESP) courses. It highlights the limitations of standardized assessments that are often ill-suited to capture the diverse needs and abilities of today's learners. The Universal Design for Learning (UDL) framework is introduced as a powerful pedagogical approach that promotes inclusive education. UDL-based assessment strategies are discussed as transformative solutions to address the construct-irrelevant barriers in ESP courses, especially in reading and listening comprehension. The article emphasizes the importance of understanding the cognitive processes underlying comprehension and information processing. The article suggests a comprehensive and universal assessment strategy that includes the analysis of construct-irrelevant factors, the utilization of diverse assessment formats, and the design of assignments that evaluate a range of comprehension strategies. Practical examples, including the Directed Reading-Thinking Activity (DRTA), Gist Statements, and Open Mind Diagram, are provided to demonstrate how UDL principles can be applied effectively in ESP courses. By embracing UDL-based assessment strategies, educators can create a more inclusive and equitable learning environment that accommodates the cognitive diversity and abilities of all students. This approach not only improves assessment accuracy but also empowers learners to better demonstrate their true understanding of course materials. Ultimately, the article underscores the importance of evolving assessment practices to align with modern educational goals and foster meaningful learning experiences for diverse student populations.