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Redesign for Equity & Accessibility Lab (REAL)

A College of San Mateo resource portal for curriculum and pedagogy redesign.

Key Key Principles

The assignments we use to measure student learning and to encourage learning outside of the class period can also be examined from an equity and accessibility lens.  Sometimes our assignments are carried over from our own undergraduate days (or the way things are "usually done” in our disciplines) and don't serve our purposes (or students') as well as we think.  Rethinking our assignments with our student learning outcomes in mind, and from the perspective of equity and accessibility may mean providing students with multiple ways to demonstrate their learning.  It may also mean exploring beyond disciplinary conventions to adopt more culturally-resonant, “real-life” ways for students to engage with the material.   

 

video recorder Spotlight

CSM Math Instructor Lena Feinman revised her assignment for clarity and added an avatar of herself and links to FAQs encouraging students to seek help.  See her talk about her revisions below. 

Play video of Lena Feinman assignment revision

CSM Business Instructor Sujata Verma revised her assignment to be more active and authentic.  See her talk about her revisions below.  

Play video of Sujata Verma sharing assignment revisions

 

Check Mark Self-Assessment Tool with Example Strategies

To help faculty assess their Activities & Assessments with regards to accessibility and cultural responsiveness, we collaborated on a rubric based on the principles above and incorporating example strategies.  Coming soon, you will be able to print the self-assessment tool, if you would preferable an editable copy.

Alignment & Scope: The assignment is manageable in scope and designed to support student achievement of learning outcomes over time.
  Getting REAL* REAL Liberatory
Reflection Questions

Is the scope of the assignment manageable and aligned with the desired learning outcomes? 

Y/N/Partial 

Have you communicated the purpose and scope clearly to students?   

Y/N/Partial 

Is the assignment part of a sequence that builds toward course outcomes, with opportunities for feedback and reflection? 

Y/N/Partial 
Example Strategies

 

  • Use "backward design”: define learning outcomes first, then design assignments to directly support them. 
  • Break large tasks into smaller, staged components that build toward a final outcome.  
  • Estimate the time and skills required to complete the assignment. 
  • Survey students about how long the assignment took, to gauge feasibility. 
  • Seek peer feedback on the alignment and scope of your assignment.

 
  • Begin the prompt with a clear explanation of the assignment's purpose and its connection to course outcomes or real-world relevance. 
  • Include practical details such as estimated length, word count, or time required. 

 

  • Assign early, low-stakes tasks that build foundational skills (e.g., summaries, concept applications) 
  • Use later, higher-stakes assignments for integration and demonstration of mastery. 
  • Design multi-stage assignments that allow for revision based on feedback. 
  • Require students to reflect on and respond to feedback before resubmitting. 
  • Incorporate peer review or collaborative components. 

 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Transparency & Clarity: Assignment expectations are communicated clearly, helping students understand what to do, how to do it, and how to succeed. 
  Getting REAL* REAL Liberatory
Reflection Questions

Are instructions and grading criteria clearly communicated? 

Y/N/Partial 

Have you anticipated potential challenges and outlined steps for successful completion? 

Y/N/Partial 

Have you explained the criteria in a way that helps students improve their work? 

Y/N/Partial 
Example Strategies
  • Use a structured assignment template (e.g.,  transparent design template) so students can easily find key information. 
  • Use clear, specific language (e.g., instead of "analyze” say "compare at least two theories using examples from class", and specify required content or resources. 
  • Limit grading criteria to 3-5 items to avoid overwhelming students. 
  • Explicitly list the steps you expect students to take 
  • Create a brief video explaining the assignment and walking through expectations. 
  • Provide a student-facing FAQ or "Assignment Q&A" forum to address common question.
  • Provide a rubric that clearly describes different levels of performance (e.g., "developing,”"proficient," "excellent") 
  • Share the rubric at the same time as the assignment prompt. 
  • Show annotated examples of student work—one strong and one in need of improvement—with commentary. 
  • Include opportunities for self-assessment or peer review using the rubric. 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Active & Authentic Learning: The assignment actively engages students with course concepts and connects to their identities, experiences, and future goals. 
 
  Getting REAL* REAL Liberatory
Reflection Questions

Does the assignment require active engagement with course concepts (vs. passive learning)? 

Y/N/Partial 

Does the assignment encourage connections to students' identities or experiences? 

Y/N/Partial 

Does the assignment mirror a real-life task or spark interest beyond the class? 

Y/N/Partial 
Example Strategies
  • Ask students to apply theories or concepts to real-world scenarios, case studies, or current events. (e.g., “Apply this economic model to analyze a recent market trend.”) 
  • Design creation-based tasks that require students to synthesize and use course material. (e.g., Create a podcast, infographic, or digital exhibit that explains a core concept.) 
  • Incorporate case studies or simulations that require interpretation, decision-making, and justification using course content. (e.g., “You’re a policy advisor. Write a memo applying economic theory to a climate policy proposal.”) 
  • Use active learning tools such as concept maps, text annotation, or collaborative discussion boards that prompt critical engagement. 
  • Allow the use of familiar or non-academic formats (e.g., op-eds, blog posts, social media campaigns), and provide real-world examples. 
  • Use prompts that invite personal or cultural reflection. (e.g., “What personal values or experiences shape how you interpret this concept?”) 
  • Allow students to include home language or cultural references, with context as needed. 
  • Use asset-based language that affirms students’ strengths. (e.g., “What experiences do you bring to this work that can enrich your approach?”) 
  • Base the assignment on authentic professional tasks (e.g., write a policy brief, client proposal, or project pitch).  
  • Let students explore a personally meaningful issue and propose a real or imagined solution. 
  • Incorporate career-building elements (e.g., create a mock portfolio, draft a LinkedIn summary, interview a practitioner in the field). 
  • Design for an audience beyond the instructor (e.g., awareness campaign, open letter, or multimedia presentation). 
  • Encourage use of professional or real-world tools (e.g., Canva, Google Slides, podcast apps, AI tools). 
  • Ask students to reflect on how they might continue learning or applying these concepts beyond the course. 

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

Multiple ways of demonstrating learning: Where possible, students are given flexible options to show what they've learned, supporting different strengths, interests, and modes of expression.
  Getting REAL* REAL Liberatory
Reflection Questions

Do you vary the types of assessment across the course?   

Y/N/Partial 

Does this assignment give students at least one option for how to demonstrate their learning? 

Y/N/Partial 

Does this assignment offer multiple flexible options for how students demonstrate their learning? 

Y/N/Partial 
Example Strategies
  • Use diverse modes of assessment that draw on different modes of communication—written, oral, visual, and digital 
  • Balance objective assessments (e.g., multiple choice tests) with more subjective assessments (e.g., writing prompts) 
  • Balance formative assessments (e.g., quizzes, discussion posts, reflections, drafts) with summative ones (e.g., final papers, projects, portfolios, exams). 
  • Include reflective or metacognitive assessments (e.g., learning journals, personal narratives). 
  • Combine individual and collaborative work across the course. 
  • Offer format options for a single assignment (e.g., “Choose to write a report or record a podcast”).  
  • Use a shared rubric focused on key criteria—e.g., depth of analysis, use of evidence, clarity, and relevance to learning goals—regardless of format. 
  • Provide format-specific guidance (e.g., templates, checklists, tutorials, or peer review sessions). 
  • Provide a range of format choices (e.g., essay, podcast/video, infographic, storyboard, voice-over presentation, digital exhibit). 
  • Use a universal rubric aligned with learning outcomes and adaptable across formats. 
  • Allow students to propose their own format with instructor approval. 
  • Encourage students to choose a format that reflects their experiences, interests, or cultural strengths.  

 *Each level ("Getting REAL," "REAL," and "Liberatory") represents a cumulative progression, incorporating and expanding upon the criteria of the preceding levels. 

File Folder Example Revisions from CSM Faculty

Below you will find examples of Assignment & Assessment revisions by CSM faculty who participated in the REAL workshops in 2023-2025.  Some are complete drafts, while others describe changes the faculty made and why. Please note that the sample materials submitted by faculty are works in progress and may not reflect final versions. They are shared to support collaboration and idea exchange.

Magnifying Glass Works Cited & Additional Resources

  • Davidson, C., & Katopodis, C. (2022). Research that Inspires Creativity. In The New College Classroom (pp. 168–194). Harvard U. Press.
  • M‌essier, N. (2022). Authentic Assessments. University of Illinois Chicago Center for the Advancement of Teaching Excellence.
  • Transparent Design Template for Teachers (2013). TILT Higher Ed.
  • Types of Assessment (2022). University of Minnesota Center for Educational Innovation.