Using a Learning Progressions Framework to Develop a Classroom Assessment System That Is Inclusive of Students With Learning Disabilities in Mathematics: Results From Pilot 2

TitleUsing a Learning Progressions Framework to Develop a Classroom Assessment System That Is Inclusive of Students With Learning Disabilities in Mathematics: Results From Pilot 2
Publication TypeConference Presentation
Year of Publication2013
AuthorsSeeratan, K
Secondary AuthorsFisher, Jr., WP, Saldarriaga, C, Lee, HKyung, Thayer, S, Draney, K, Murray, E
Date PublishedApril 28
Keywordslearning progressions, mathematics, special education
Abstract

Students 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.

Notes

annual meeting of the American Educational Research Association, San Francisco.

Presentation or Publication date: 
Sunday, April 28, 2013