01797nas a2200217 4500008004100000245017900041210006900220260001300289520093100302653002601233653001601259653002201275100002101297700002401318700002701342700002001369700001701389700001801406700002201424856013301446 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 uhttps://bearcenter.berkeley.edu/bibliography/using-learning-progressions-framework-develop-classroom-assessment-system-inclusive00881nas a2200241 4500008004100000245011000041210006900151260001300220653002600233653001600259653002200275100002000297700002400317700002400341700002100365700001800386700001700404700002200421700002700443700001700470700001500487856013700502 2012 eng d00aSpecial Education Learning Progressions in Mathematics: An Investigation Using the BEAR Assessment System0 aSpecial Education Learning Progressions in Mathematics An Invest cApril 1210alearning progressions10amathematics10aspecial education1 aLee, Hye, Kyung1 aFisher, William, P.1 aMcKerracher, Amanda1 aSeeratan, Kavita1 aDraney, Karen1 aWilson, Mark1 aMurray, Elizabeth1 aSaldarriaga, Christina1 aThayer, Sara1 aLim, Seoin uhttps://bearcenter.berkeley.edu/bibliography/special-education-learning-progressions-mathematics-investigation-using-bear-assessment00870nas a2200253 4500008004100000245008200041210006900123260001300192653002100205653002600226653001600252653002200268100002400290700002100314700001800335700001700353700002200370700002700392700002000419700001700439700002400456700001500480856012100495 2012 eng d00aPredicting Mathematics Test Item Difficulties: Results of a Preliminary Study0 aPredicting Mathematics Test Item Difficulties Results of a Preli cApril 1210aconstruct theory10alearning progressions10amathematics10aspecial education1 aFisher, William, P.1 aSeeratan, Kavita1 aDraney, Karen1 aWilson, Mark1 aMurray, Elizabeth1 aSaldarriaga, Christina1 aLee, Hye, Kyung1 aThayer, Sara1 aMcKerracher, Amanda1 aLim, Seoin uhttps://bearcenter.berkeley.edu/bibliography/predicting-mathematics-test-item-difficulties-results-preliminary-study01953nas a2200265 4500008004100000245020300041210007100244260001300315520093000328653002601258653001601284653002201300100002101322700001801343700002001361700002401381700002001405700001701425700002701442700002001469700001701489700001501506700002401521856014201545 2012 eng d00aDiagnostic Learning Progressions FrameworkâDeveloping a Universally Designed Classroom Assessment System That Is Inclusive of Students With Mathematics Learning Disabilities: Our First Pilot Study0 aDiagnostic Learning Progressions FrameworkâDeveloping a Universa cApril 143 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 first pilot study.10alearning progressions10amathematics10aspecial education1 aSeeratan, Kavita1 aDraney, Karen1 aHaertel, Geneva1 aFisher, William, P.1 aBlackorby, Jose1 aWilson, Mark1 aSaldarriaga, Christina1 aLee, Hye, Kyung1 aThayer, Sara1 aLim, Seoin1 aMcKerracher, Amanda uhttps://bearcenter.berkeley.edu/bibliography/diagnostic-learning-progressions-framework%E2%80%94developing-universally-designed-classroom