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:
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.