运用运用设计概算 （ UDA ） 设计概算无障碍学习测评 - 工装包

公开披露工具包 ©2023年国际复兴开发银行/世界银行 1818HStreetNW,WashingtonDC20433电话:202-473-1000互联网：www.worldbank.org保留一些权利。 这项工作是世界银行工作人员在外部贡献下的产物。调查结果、解释和这项工作中表达的结论不一定反映世界银行、其董事会或执行董事或其代表。 权限和权限 本作品中的材料受版权保护。由于世界银行鼓励传播其知识，因此只要给予该作品的全部归属，就可以出于非商业目的全部或部分复制该作品。 归因-请引用以下工作：“世界银行。2023年。工具包：使用通用评估设计原则（UDA）设计无障碍学习评估。华盛顿特区：世界银行集团”。 世界银行不保证准确性、完整性或货币包括在这项工作中的数据和不对信息中的任何错误、遗漏或差异承担责任，也不承担与使用或未使用信息有关的责任，方法、过程或结论。边界、颜色、面额和其他信息在这项工作中的任何地图上显示并不意味着对世界的任何判断银行关于任何领土的法律地位或对此类边界的认可或接受。 所有关于权利和许可的查询，包括附属权利，应向世界银行出版物，世界银行集团，华盛顿特区西北1818号H街，美国，DC20433；传真：202-522-2625；电子邮件： 照片信用（从左到右）：版权，世界银行。底部照片：伦纳德柴郡，英国。重复使用需要进一步的许可。 Contents 首字母缩略词∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ivAcknowledgments∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙viObjectives∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙1钥匙Messages∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙2 1.Introduction∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4 1.1.塔吉克斯坦飞行员············································································································61.2.目的、受众和结构············································································································8 2.背景∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2.1.类别评估··························································································································112.2.测量学习者的学习成果残疾··························································································12 3.通用设计评估∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13 3.1.理解UDL···························································································································133.2.理解UDA··························································································································143.3.UDL与UDA·······················································································································163.4.谁受益于UDA··················································································································173.5.取消UDA神话·················································································································18 4.交付原则UDA∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙20 5.了解住宿和Modifications∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙23 5.1.理解住宿··························································································································265.2.理解Modifications···········································································································29 5.3.住宿与住宿Modifications································································································315.4.确保熟练使用替代格式··································································································34 6.理解可访问性∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙36 6.1.一般无障碍功能··············································································································366.2.黑板管理的辅助功能评估······························································································416.3.打印的辅助功能文本······································································································426.4.基于技术的辅助功能评估······························································································44 7.普遍设计的课堂评估 (形成性和总结性评估)∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙46 7.1.理解课堂评估··················································································································467.2.普遍设计课堂评估功能··································································································48 8.普遍设计的EGRA和EGMA∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙50 8.1.了解大规模评估··············································································································518.2.普遍设计EGRA和EGMA·································································································518.3.为使用标志的学生开发识字评估语言··········································································538.4.为学生制定识字评估使用盲文······················································································558.5.实施步骤UDA··················································································································56 9.使用评估Data∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙61 10.Conclusion∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙68 图表列表 图1:评估住宿27 图2:住宿与修改摘要34 图3:指导和支持的三个层次62 表1:UDA的七个要素15 表2:UDA如何遵循UDL原则的示例16 Table3:UDA如何支持所有学生17 表4:评估设计、实施和评分期间的住宿和修改 25 Table 5:住宿与改装33 表6:支持UDA的环境注意事项35 表7:EGMA子测试的可能适应52 表8:目标和访问技能示例57 表9:按等级划分的包容性实践建议63 表D.1:针对盲人或低视力学生的建议无障碍选项82 表D.2：聋人和听力困难的建议住宿学生85 表D.3：聋盲学生的建议住宿和 有多个学生残疾87 首字母缩略词 PISA国际学生评估方案PISA-D国际学生评估计划Development Acknowledgments 该工具包是包容性教育倡议（IEI）的全球知识产品，该倡议是世界银行管理的残疾人包容性教育多方捐