About BEAR

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.

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Our Software

In addition to our research in psychometrics, the BEAR Center is dedicated to the development of software that can facilitate the delivery and analysis of assessments, providing teachers with innovative and useful ways to assess students.

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Recent Publications

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News & Events

  • The new DRDP(2015) - Released for Early Implementation!

    The BEAR Center has concluded both pilot and field testing of the updated DRDP instruments! Through the state's management bulletin, the California Department of Education's Early Education & Support Division invited all EESD-funded programs to participate in the early implementation of the Desired Results Developmental Profile 2015 (DRDP(2015)). The suite of developmental observational assessments are valid and reliable for use with all children from early infancy to kindergarten entry.

  • Conception and Measurement of Attitudes within the Campbell Paradigm: Environmental Attitude as the Example

    Florian G. Kaiser, Otto-von-Guericke University Magdeburg, Germany

    As with other areas of attitude research, studies of environmental attitude are plagued with an attitude-behavior gap and an escalating number of concepts and models meant to overcome this gap. Incompatible models and low proportions of explained behavioral variance are but a few of the consequences. This presentation introduces the Campbell paradigm, an alternative to the traditional understanding of attitudes and a novel theoretical account of individual behavior.

  • Genetics, Social Science, and Educational Attainment: Moving Forward or Recreating the Discredited Past?

    Ben Domingue, Stanford Graduate School of Education

    Genetics and the social sciences have a troubled history. However, recent advances in our understanding of genetics offer an opportunity to revisit this history and consider whether the future may be any better. To that end, I discuss results recent genetically informed studies focusing on educational attainment (as well as other traits of interest to social scientists). I also discuss preliminary results from new research.

  • TBD

    Anita Lie (Widya Mandala Catholica University, Indonesia); Diah Wihardini, Laura Pryor (UC Berkeley)

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