Increasing demands for teacher responsibility for improving student performance have educators searching for new ways to diagnose student needs while learning is on-going. A promising approach described in this paper utilizes progress variables as the foundation of a coherent classroom environment that coordinates learning goals, instruction, and assessment. A progress variable is a representation of the knowledge, skills, and other competencies one wishes to increase through the learning activities associated with a curriculum (Wilson & Sloane, 2000). A framework for modeling student achievement and progress within a curricular unit using progress variables was developed to help teachers in day-to-day instructional planning . A process for establishing instructionally useful performance levels that provide an interpretive context for understanding student proficiency and instructional needs in a Science unit is described, and teachers' use of graphical representations of student proficiencies for instructional planning is illustrated.

1 aKennedy, Cathleen1 aWilson, Mark uhttp://bearcenter.berkeley.edu/bibliography/using-progress-variables-interpret-student-achievement-and-progress00495nas a2200109 4500008004100000245010300041210006900144300001600213490000700229100001700236856013200253 2013 eng d00aUsing the concept of a measurement system to characterize measurement models used in psychometrics0 aUsing the concept of a measurement system to characterize measur a3766–37740 v461 aWilson, Mark uhttp://bearcenter.berkeley.edu/bibliography/using-concept-measurement-system-characterize-measurement-models-used-psychometrics00402nas a2200097 4500008004100000245006100041210006100102100002200163700001700185856010200202 2007 eng d00aUsing progress variables to map intellectual development0 aUsing progress variables to map intellectual development1 aKennedy, Cathleen1 aWilson, Mark uhttp://bearcenter.berkeley.edu/bibliography/using-progress-variables-map-intellectual-development00549nas a2200121 4500008004100000245011800041210006900159300001400228490000700242100003200249700001700281856012900298 2010 eng d00aUnfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning0 aUnfair treatment The case of Freedle the SAT and the standardiza a106–1340 v801 aSantelices, Maria, Veronica1 aWilson, Mark uhttp://bearcenter.berkeley.edu/bibliography/unfair-treatment-case-freedle-sat-and-standardization-approach-differential-item00591nas a2200133 4500008004100000245011400041210006900155100001600224700001800240700001800258700002000276700001800296856014300314 2013 eng d00aUsing Assessments to Capture Students’ Understanding of Epistemic Commitments across Content Areas and Time0 aUsing Assessments to Capture Students Understanding of Epistemic1 aLo, Abraham1 aReiser, Brian1 aDraney, Karen1 aSussman, Joshua1 aToyama, Yukie uhttp://bearcenter.berkeley.edu/bibliography/using-assessments-capture-students%E2%80%99-understanding-epistemic-commitments-across-content01796nas a2200217 4500008004100000245017900041210006900220260001300289520093100302653002601233653001601259653002201275100002101297700002401318700002701342700002001369700001701389700001801406700002201424856013201446 2013 eng d00aUsing a Learning Progressions Framework to Develop a Classroom Assessment System That Is Inclusive of Students With Learning Disabilities in Mathematics: Results From Pilot 20 aUsing a Learning Progressions Framework to Develop a Classroom A cApril 283 aStudents with learning disabilities are among those most likely to have difficulties in math, often lacking the knowledge, skills, and understanding foundational to mathematics. Although the concepts, goals, scope, and sequence of curricula are explicit, a coherent conception of how learning progresses is lacking as are valid and reliable formative and summative assessments that provide meaningful, timely, and actionable diagnostic feedback on performance. This project integrates principles of the Bear Assessment System with Universal Design for Learning to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities. We describe our design and development process and results from our second pilot study.10alearning progressions10amathematics10aspecial education1 aSeeratan, Kavita1 aFisher, William, P.1 aSaldarriaga, Christina1 aLee, Hye, Kyung1 aThayer, Sara1 aDraney, Karen1 aMurray, Elizabeth uhttp://bearcenter.berkeley.edu/bibliography/using-learning-progressions-framework-develop-classroom-assessment-system-inclusive00552nas a2200133 4500008004100000245008600041210006900127260001000196100002200206700002800228700001800256700001700274856012700291 2005 eng d00aUsing progress variables and embedded assessment to improve teaching and learning0 aUsing progress variables and embedded assessment to improve teac cApril1 aKennedy, Cathleen1 aBrown, Nathaniel, J. S.1 aDraney, Karen1 aWilson, Mark uhttp://bearcenter.berkeley.edu/bibliography/using-progress-variables-and-embedded-assessment-improve-teaching-and-learning00594nas a2200145 4500008004100000245010600041210006900147260001000216100002200226700001600248700001300264700001700277700001800294856013600312 2005 eng d00aUsing PADI to develop an online self-assessment system that supports student science learning in FOSS0 aUsing PADI to develop an online selfassessment system that suppo cApril1 aKennedy, Cathleen1 aTimms, Mike1 aLong, K.1 aKetchner, S.1 aBluestein, D. uhttp://bearcenter.berkeley.edu/bibliography/using-padi-develop-online-self-assessment-system-supports-student-science-learning-foss00522nas a2200097 4500008004100000245015700041210006900198260001000267100001600277856013100293 1997 eng d00aUsing Maps to Produce Meaningful Evaluation Measures: Evaluating Middle School Science Teacher Change in Assessment, Collegial and Instruction Practices0 aUsing Maps to Produce Meaningful Evaluation Measures Evaluating cMarch1 aRoberts, L. uhttp://bearcenter.berkeley.edu/bibliography/using-maps-produce-meaningful-evaluation-measures-evaluating-middle-school-science00449nas a2200097 4500008004100000245008800041210006900129260001000198100001700208856012600225 2006 eng d00aUsing item response modeling methods to develop theory related to human performance0 aUsing item response modeling methods to develop theory related t cApril1 aAllen, Diane uhttp://bearcenter.berkeley.edu/bibliography/using-item-response-modeling-methods-develop-theory-related-human-performance00616nas a2200121 4500008004100000245018000041210006900221260002300290100001600313700001700329700001800346856013000364 2000 eng d00aUsing criterion-referenced maps to produce meaningful evaluation measures: Evaluating middle school science teacher change in assessment, collegial and instructional practices0 aUsing criterionreferenced maps to produce meaningful evaluation aNorwood, NJbAblex1 aRoberts, L.1 aWilson, Mark1 aEngelhard, G. uhttp://bearcenter.berkeley.edu/bibliography/using-criterion-referenced-maps-produce-meaningful-evaluation-measures-evaluating