01954nas a2200265 4500008004100000245020300041210007100244260001300315520093000328653002601258653001601284653002201300100002101322700001801343700002001361700002401381700002001405700001701425700002701442700002001469700001701489700001501506700002401521856014301545 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://drupal.bear.berkeley.edu/bibliography/diagnostic-learning-progressions-framework%E2%80%94developing-universally-designed-classroom