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Lohmann\u003Cbr>Colorado Christian University, [mlohmann@ccu.edu](mlohmann@ccu.edu)\u003Cbr>Kathleen A. Boothe\u003Cbr>Southeastern Oklahoma University, [kboothe@se.edu](kboothe@se.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Accessibility Commons, Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, and the Special Education and Teaching Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nLohmann, Marla J. and Boothe, Kathleen A. () \"Using Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course,\" Educational Considerations: Vol. 51: No. 1. [https://doi.org/10.4148/](https://doi.org/10.4148/)[ ](https://doi.org/10.4148/)0146-9282.2388  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nUsing Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course  \nCover Page Footnote  \nAuthor Note This research received no funding.  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol51/iss1/7](https://newprairiepress.org/edconsiderations/vol51/iss1/7)  \nUsing Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course  \nMarla J. Lohmann and Kathleen A. Boothe  \nIn a teacher preparation program, it is critical to teach best practices in education through both  \ninstruction and modeling of those practices. The American Association of Colleges for Teacher Education (2018) notes that teacher education involves a clinical practice model in which teacher candidates are explicitly taught best practices in teaching and then have opportunities to practice  \nwhat they have learned in the PreK-12 classroom. This model emphasizes that theory and  \npractice are critical elements of teacher preparation and must be taught in tandem (Dresden &  \nThompson, 2021) .  \nOne practice that aligns with the clinical practice model is Universal Design for Learning (UDL) .  \nUDL is an education framework that can be used in classrooms from early childhood through  \ncollege and was developed by Drs. David Rose and Ann Meyer in 1984 (Thibodeau, 2021), but  \nthere is still limited understanding and implementation of this framework in the university  \nclassroom (Hills et al., 2022). UDL includes three principles to support the learning of all  \nstudents: (a) multiple means of engagement,(b) multiple means of representation, and  \n(c) multiple means of action and expression (CAST, 2018; Meyer et al. 2014) . The use of the  \nUDL framework in higher education is supported though the Higher Education Opportunity Act  \n(2008) . Despite the evidence supporting the use of the UDL framework and its endorsement in  \nfederal law, teacher preparation programs still lag behind in using this instructional practice in  \ntheir classrooms (Vitelli, 2015) . Teacher educators must be diligent to use this framework in  \ntheir own instruction to model for pre-service and in-service teachers how to use it in their  \ncurrent or future classrooms (Evmenova, 2018) .  \nToday’s college classroom includes a multitude of diversity, and university faculty must be  \nprepared to offer instruction that is responsive to the diverse needs of the students. The use of  \nUDL can support diverse learning needs and preferences in the university classr","cbCaio17jlQUrDq6","https://ap.wps.com/l/cbCaio17jlQUrDq6","pdf",530925,12,"English","# Educational Considerations\n## Volume 51, Number 1\n## Using Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course\n## Universal Design for Learning and Students with Disabilities","[{\"question\":\"What is the central focus of the article?\",\"answer\":\"The article focuses on using choice-based assessments within an asynchronous online teacher preparation course. It links these assessments to broader teacher-preparation best practices and accessibility goals.\"},{\"question\":\"How does the clinical practice model relate to the course design?\",\"answer\":\"The clinical practice model stresses teaching best practices and then giving teacher candidates opportunities to practice in PreK-12 classrooms. The article uses this framing to justify pairing theory with instructional modeling and application.\"},{\"question\":\"Why is Universal Design for Learning (UDL) highlighted in the discussion?\",\"answer\":\"UDL is presented as an education framework supported by federal policy and useful for inclusive learning. The article emphasizes UDL’s three principles to support diverse learners in higher education and online contexts.\"}]","Using Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course | PDF",1792095920]