Diagnostic Learning Progressions Framework—Developing a Universally Designed Classroom Assessment System That Is Inclusive of Students With Mathematics Learning Disabilities: Our First Pilot Study

• In Event: Roundtable Session 33
  In Roundtable Session: Special Education and Mathematics

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 first pilot study.

Authors

• Dr. Kavita L. Seeratan, SRI International

• Karen L. Draney, University of California - Berkeley

• Geneva D. Haertel, SRI International

• William P. Fisher, University of California - Berkeley

• Elizabeth Murray, CAST - Sr Research Scientist

• Jose Blackorby, SRI International

• Mark R. Wilson, University of California - Berkeley

• Christina Saldarriaga, SRI International

• Hye Kyung Lee, University of California - Berkeley

• Sara Thayer, SRI International

• Seoin Lim, CAST

• Amanda L. McKerracher, University of California - Berkeley