In 2005 PEM embarked on a research project examining how the principles of Universal Design could enhance computer-based testing, making items more accessible for all students and particularly for students with disabilities. PEM partnered with CAST (Center for Applied Special Technologies) for the initial research, during which a framework was established for investigating computer-based assessment items and how students with different needs and abilities interact with them. This early research produced the Universal Design for Computer-Based Testing Guidelines. These guidelines incorporate existing guidelines for computer accessibility, cognitive research, and Universal Design for Learning (Rose and Meyer, 2002). They are predicated on the idea that assessment items have discrete parts (e.g. text, pictures, animation, etc.), each of which requires students to use several cognitive processes in the context of interacting with and responding to items.

The guidelines aim to help item and test developers understand the cognitive processes involved in interacting with different item stimuli and response methods and, thereby, help identify sources of construct irrelevant variance. Additionally, the Guidelines provide information on making computer-based test items accessible based on the media they contain. While the Guidelines represent a substantial effort for understanding how to apply Universal Design to computer based test development and item design it is only a first step. There is considerable work left to be done on the Guidelines and in research computer-based testing. As PEM’s knowledge base grows through our on-going research and practical experience the Guidelines will be updated and new research papers will be posted.