The typical end of course evaluation that universities send out by default to all the students enrolled on a course usually gets low response rates and does not provide teachers with rich qualitative data to support learning design enhancements. Depending on context, it is usually better for teachers to design a more tailored evaluation activity to gather qualitative data from each cohort. This chapter is about the why, what and how of more inclusive course evaluation.
About the case studies
In the printed/ebook edition, there is a case study I wrote about ‘UDL principles as rear-view mirrors to review and evaluate our learning design’, where I discuss UDL as a professional reflection and evaluation tool during and after the learning event (course). The case study is adapted from my previous article on the INCLUDE website