The Berkeley Evaluation and Assessment Research (BEAR) Center designs and delivers educational assessment instruments, performs research in assessment and psychometrics, and trains graduate students in these areas.
We collaborate with researchers in universities across the United States and abroad to develop software and other resources for constructing, managing, administering, and analyzing assessments.
DRDP(2015) suite of assessments are now available for early implementation! The DRDP(2015) assessments are authentic observational assessment tools used throughout California to support the development for children from early infancy through kindergarten. For over 15 years, BEAR Center researchers collaboratively refined the tool to ensure that it is a valid and reliable measurement of development in early childhood. BEAR Center is responsible for the DRDPtech technology system.
The BEAR Center is collaborating with a team of mathematics education content experts at Arizona State University led by Pat Thompson on this NSF-funded project. The goal of Project Aspire is to develop an instrument that assesses secondary mathematics teachers’ mathematical knowledge for teaching secondary mathematics.
The ADM project aims to develop an assessment system to evaluate elementary and middle school students’ skills and understanding related to data modeling and statistical reasoning.
- This issue is explores the methodological disagreement concerning causal indicators, discussing wether they are inherently sensitive to interpretational confounding or not.
Selected presentations by BEAR Center researchers:
Investigating Student Epistemic Stance in Modeling and Explaining Scientific Phenomena across Different Science Disciplines over Time
BEAR Center Presenters: Karen Draney, Jinho Kim, Yukie Toyama
This presentation is based on data gathered as part of the “Supporting Scientific Practices in Elementary and Middle School Classrooms project,” led by Brian J. Reiser at Northwestern University. We will discuss assessment development and modeling issues in the investigation of student mechanistic reasoning.
Modeling Student Learning on the Structure of Matter and Scientific Argumentation: Implications for Aligning Assessments with the Next Generation Science Standards
Linda Morell, Mark Wilson, Tina Chiu (UCB); Jonathan Osborne, Andrew Wild (Stanford)
Through the “Learning Progressions in Middle School Science Instruction and Assessment” (LPS) project, researchers at the Berkeley Evaluation and Assessment Research (BEAR) Center and Stanford University have developed assessment materials to measure students' (a) content knowledge of the structure of matter in physical science, (b) scientific argumentation competency within the content area of the structure of matter and generally, and (c) the relationship between the content knowledge and a...
BEAR Center & QME Student Presenters
Members of the BEAR community who are presenting at the AERA/NCME meetings in March and April will share their work. Poster and paper presentations will be included. The poster presentation will run from 2:10 to 2:30PM. The paper presentations will begin at 2:30 and run for 22 min each (12 min presentation + 10 min Q&A). Poster Presentation...