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Universal Design for Evaluation Checklist (5 th ed.) Developed

Method

Universal Design for Evaluation Checklist (5 th ed.) Developed

Abstract

The purpose of this checklist is to provide support for program evaluators who design, develop, implement, and disseminate evaluations. The fifth edition brings in an update to include the best practices that have come from adjusting evaluation to virtual environments. This tool is designed to assist the evaluator to include all individuals in the evaluation process, people of all ages, cultures, and abilities. To do this, evaluators are encouraged to use the seven principles of Universal Design. Universal design asks from the outset how to make the design work beautifully and seamlessly for as many people as possible without the need for adaptations. It seeks to consider the breadth of human diversity across the lifespan to create design solutions that work for all users. This checklist is best implemented during the planning phase of the evaluation project in to ensure full participation for all populations.
Universal Design for Evaluation Checklist (5th ed.)
Gothberg, Bukaty, & Sullivan Sulewski, 2021
1
Universal Design for Evaluation Checklist (5th ed.)
Developed by June Gothberg, Caitlyn Bukaty, & Jennifer Sullivan Sulewski in collaboration with the
American Evaluation Association Disabilities and Underrepresented Populations Topical Interest Group
The purpose of this checklist is to provide support for program evaluators who design, develop, implement,
and disseminate evaluations. The fifth edition brings in an update to include the best practices that have
come from adjusting evaluation to virtual environments. This tool is designed to assist the evaluator to
include all individuals in the evaluation process, people of all ages, cultures, and abilities. To do this,
evaluators are encouraged to use the seven principles of Universal Design. Universal design asks from the
outset how to make the design work beautifully and seamlessly for as many people as possible without the
need for adaptations. It seeks to consider the breadth of human diversity across the lifespan to create design
solutions that work for all users. This checklist is best implemented during the planning phase of the
evaluation project in to ensure full participation for all populations.
Principle One: Equitable Use The design is useful and marketable to people with diverse abilities.
To the greatest extent possible, the evaluation plan represents the participant population,
known or anticipated, as staff, advisers, and/or co-researchers1.
Evaluation plan prepares for locating diverse study participants and providing accessible recruitment
materials.
Evaluators collaborate with gatekeepers to recruit hard-to-reach participants and communities.
Informed consent materials are simple and accessible with alternate forms available2.
Informed consent materials allow participants to understand the plan for data use and dissemination.
All materials presented in electronic format meet eAccessibility standards3,11 and where appropriate meet
W3C Web Accessibility4,11 ensuring there are no barriers to accessing and interacting with the resources.
Evaluation plan is transparent with all steps understood, including proper procedures for
dissemination to all stakeholders
Evaluation plan is grounded in context with consideration for community and cultural
appropriateness of methods used for gathering information.
Evaluation plan follows all IRB processes including community, cultural, and tribal protocols.
Principle Two: Flexibility in Use The design accommodates a wide range of individual preferences and
abilities.
Evaluation plan shows evidence of preparation to:
Communicate with participants of diverse abilities, communication styles, and cultural backgrounds.
Quickly solve problems regarding individual needs5.
Include a variety of data collection tools to accommodate communication preferences or needs5.
Include extra time for participants with slower cognition or language barriers.
Include extra time to observe cultural practices.
All materials presented in electronic format are screen reader accessible and allow for text resizing.
For virtual interactions, allows the participant to engage via multiple venues including computer, tablet,
cell phone, or landline.
Universal Design for Evaluation Checklist (5th ed.)
Gothberg, Bukaty, & Sullivan Sulewski, 2021
2
Principle Three: Simple and Intuitive Use of the design is easy to understand, regardless of the user's
experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.
Data collection instruments and materials:
Provide for different communication preferences or needs6.
Are available to people with a variety of reading levels and backgrounds6.
Use simple language, concrete questions, and show cultural competency7.
Are free from acronyms, jargon, slang, and colloquial terms.
All materials presented in electronic format including web-based forms, presentation slides, handouts,
instruments, etc. where appropriate are screen reader accessible, include alt text, allow for text resizing,
include closed-captioning, and are culturally responsive.
Principle Four: Perceptible Information The design communicates necessary information effectively to the
user, regardless of ambient conditions or the user's sensory abilities.
Sensory issues are addressed9.
The design of materials communicates necessary information effectively to the user, regardless of
ambient conditions or the user's sensory abilities.
Materials are easy to understand, regardless of the user's experience, knowledge, language skills, or
current concentration level.
Materials meet low vision and color blind requirements8.
Multiple media options are used to present information10.
Where possible, information is presented visually and in written form.
All printed publications are available immediately or in a timely manner in alternate formats2.
All written information uses simple, familiar, and easily parsed fonts avoiding character complexity and
ambiguity11.
All written information provides contrast between the font and the background for easy-to-perceive
information11.
A statement is included in all materials about procedures for requesting accommodations or assistance.
Online materials adhere to W3C web accessibility standards4.
Principle Five: Tolerance for Error The design minimizes hazards and the adverse consequences of
accidental or unintended actions.
Instruments and protocols:
Are pilot tested with participants who resemble your target audience.
Are easy to understand and responses intuitive, even if people don’t read the instructions12.
Avoid “skipping” (e.g. “if you answer no please skip to number 17”).
Avoid lengthy instructions keeping them to 12 words or less.
Avoid confusing instructions.
Allow different response options for different reading and/or cognitive levels13.
Allow verbal or written responses outside the standard instrument.
Include optional probes or explanations to make questions accessible to a wider audience.
Online options provide a long timeout period for those with dexterity and processing challenges.
Online options are available to save and return later.
Universal Design for Evaluation Checklist (5th ed.)
Gothberg, Bukaty, & Sullivan Sulewski, 2021
3
Principle Six: Low Physical Effort The design can be used efficiently and comfortably, and with a minimum
of fatigue.
In-person meetings are accessible on a bus line, in a central location, close to building with parking,
ramps, and elevators allowing low-effort access to wheelchairs, walkers, strollers, crutches, etc.
Online meetings use resources that are available to all users including those using computers, tablets,
cell phones, or landline phones.
Are held at times and locations of the participants’ choosing.
Online invitations adjust to participant time zones.
Provide comfortable seating options, wheelchair accessible seating, and options for standing.
Allow for scheduled break times, shortened time, or multiple sessions.
Include options for collecting data, communicating, and/or sharing information online.
Principle Seven: Size and Space for Approach and Use Appropriate size and space is provided for approach,
reach, manipulation, and use regardless of user's body size, posture, or mobility.
Ensures accessibility for interviews, focus groups, meetings, presentations, or other project-related
gatherings.
Has accessible restrooms, the room is quiet, the space is well-lit, and provides enough space for sign
language interpreters, readers, or personal assistants.
Allows transportation accessibility, with event timed around transportation availability12.
Allows for on-site accommodation (e.g., adding a reader or interpreter).
For web-based meetings, allows for online accommodations (e.g., closed captioning, interpreters, verbal
cues, accessible chat, etc.)
This checklist is copywritten and being provided as a free service to the user with under Attribution 4.0
International (CC BY 4.0). Suggested citation is: Gothberg, J. E., Bukaty, C., & Sullivan Sulewski, J. (2021).
Universal Design for Evaluation Checklist (5th ed.). American Evaluation Association, Disabilities and
Underrepresented Populations TIG.
The provider of the checklist has not modified or adapted the checklist to fit the specific needs of the user
and the user is executing at their discretion and judgment in using the checklist. The provider of the checklist
makes no representations or warranties that this checklist is fit for the particular purpose contemplated by
user and specifically disclaims any such warranties or representations. The user is free to adapt the checklist
as needed.
1. all ages, gender, ethnicity, culture and ability
2. other languages, in Braille, at lower reading levels, large print, verbal, pictorial, electronic, and audio format
3. eAccessibility, is the inclusive practice of ensuring there are no barriers that prevent interaction with, or access to, websites on the World Wide Web by people
with physical disabilities, situational disabilities, and socio-economic restrictions on bandwidth and speed. When sites are correctly designed, developed and
edited, more users have equal access to information and functionality, second language interpreters, sign language interpreters, readers, large text, and Braille.
4. The World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI) https://www.w3.org/WAI/
5. interviews, focus groups, observations
6. choice of in-person, telephone, and online venues; written, drawn, or oral responses, and use of smart tools (smart phones, iPad, tablets)
7. having multiple versions for different respondent types, or having optional explanations or probe questions
8. types of scales, number of units, probes or explanations, keeping questionnaires short and simple, questions with cultural competency
9. provided in simple high contrast black on white or white on black, 12-point font or greater, with font chosen being evenly spaced, having high crossbars and
consistent width, distinct under slinging, and avoids the use of cursive, italics, and colored text and backgrounds
10. lower lighting, no flickering florescent lights, minimal noise, seating away from doors and windows, quiet ‘fidget’ toys -think stress ball
11. WebAIM Typefaces and Fonts https://webaim.org/techniques/fonts/
12. Likert-like responses increase from left to right in an intuitive manner and are consistent throughout the survey
13. three-point Likert-like scale instead of five- or seven-point scale, pictorial responses such as smiles or frowns for younger or non-readers
14. bus or cab fare, buses that provide transportation from homes may only run at prearranged times during the day, personal drivers
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ResearchGate has not been able to resolve any references for this publication.