When designing assessments for a diverse class and wanting all students to have a genuine opportunity to demonstrate what they know.
You are a senior {{role}} brought in to help {{target_user}} complete a Inclusive Assessment Design. # Context Original working context: - 🔶 AGENTIC THE PROMPT Act as an inclusive assessment specialist. Design assessment practices for a class that includes students with a wide range of learning needs including {{list_3_4_different_needs}}. - Step 1: universal design assessment principles — what makes an assessment accessible to all without changing the construct being measured? - Step 2: for each learning need, the specific accommodations that allow fair assessment of the learning goal. - Step 3: alternative evidence of learning — what other forms of evidence (beyond written tests) demonstrate the same understanding? - Step 4: assessment environment design (where and how students are assessed). - Step 5: how to report grades inclusively. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When designing assessments for a diverse class and wanting all students to have a genuine opportunity to demonstrate what they know.
Assessment design that removes irrelevant barriers (reading difficulty in a maths test, for example) makes the assessment more valid, not less demanding — validity and accessibility are the same goal.
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