Multiple Means of Recognition

In the example above, Sylvia's dilemma shows the limitation of a single representation of the information for any particular task or problem. To provide basic access for some students (e.g. deficient in one modality or another, such as in dyslexia), and multiple routes to meaning for all students (e.g. representing a math concept both in text and graphically), multiple representations of meaning should be provided. During assessment, unless we are testing students' ability to use a particular modality (e.g. specifically testing their ability to read text), multiple representations will help ensure that they are provided the best opportunity to demonstrate their skills and knowledge. For example, if we are assessing students' understanding of principles of mathematic probability, representing the questions both as word problems and graphically may better align the test with the learning goals and make it more broadly equitable to students.