This paper explores the development of universal design and considers its application to large-scale assessments. Universal design is a concept that originated in the field of architecture, but quickly expanded into environmental initiatives, recreation, the arts, health care, and now, education. In addition to the concept's application to instruction, the potential for dramatically affecting the design of large-scale assessments is great. A push to expand national and state testing has begun and at the same time to require that assessment systems include all students, which also means those with disabilities and limited English proficiency. Building on universal design principles presented by the Center for Universal Design, seven elements of universally designed assessments are identified and described in the report. The seven elements are: (1) inclusive assessment population; (2) precisely defined constructs; (3) assessable non-biased items; (4) amendable to accommodations; (5) simple, clear, and intuitive instructions and procedures; and (6) maximum legibility. Numerous resources relevant to each of the elements are identified, with specific suggestions for ways in which assessments can be designed from the beginning to meet the needs of the widest range of students possible. (Contains 77 references.) (Author/CR)