Diagnostic Learning Progressions Framework: Developing an Embedded Formative and Summative Assessment System to Improve Learning Outcomes for Elementary and Middle School Students with Mathematics Learning Disabilities

In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system...

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Bibliographic Details
Published inSociety for Research on Educational Effectiveness
Main Author Seeratan, Kavita L
Format Report
LanguageEnglish
Published Society for Research on Educational Effectiveness 2011
Subjects
Access to Education
District of Columbia
Elementary School Students
Formative Evaluation
Learning Disabilities
Maryland
Massachusetts
Mathematics Education
Middle School Students
Numbers
Outcomes of Education
Student Evaluation
Summative Evaluation
District of Columbia
Massachusetts
Maryland
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Summary:In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles 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 (MLD). This research will help to create an effective and validated formative assessment system for meaningfully and validly diagnosing and promoting student learning outcomes on constructs central to number sense and operations for whole numbers up to and including elementary fractions. The assessment system will offer a powerful tool that will provide teachers cutting edge research and empirically based resources for validly monitoring student knowledge and progress, meaningfully interpreting evidence about student learning from formative assessments (including what students know and do not know about the target constructs), and successfully using formative data to adjust subsequent instruction. These tools will enable teachers to intervene with students who are struggling mathematically. Although developed specifically for students with learning disabilities in math, the system will be useful to all those who seek ways to assess and enhance students' conceptual understanding of early foundational math and facilitate access to STEM content for diverse student populations. (Contains 1 footnote.)