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.

  • Assessment Using Complex Tasks: Magnificently Messy Modeling

    Michelle LaMar, Educational Testing Service

    There has been increasing interest in using complex tasks, such as simulations and games, for assessment of higher-level cognitive skills. Advocates argue that constructs such as problem solving, scientific inquiry and collaboration cannot be adequately measured with traditional discrete multiple-choice items. Complex tasks, however, come at a cost.

  • How to Assess New Science Standards: Discovering a Progression in How Children Learn

    Linda Morell (BEAR Center) & Tina Chiu (QME)

    Implementing assessment for the Next Generation Science Standards (NGSS) in a manner that meets the aspirations described in the Framework for K-12 standards is dependent on the availability of a set of assessment tasks that can capture the kinds of performance expectations articulated by the NGSS.

  • Monitoring School Performance: A Statistical Critique of England's ‘Expected Progress’ Approach with Comparison to Multilevel ‘Value-Added’ Models

    George Leckie, University of Bristol

    Since 1992, the UK Government has published ‘school league tables’ summarizing the average educational ‘attainment’ and ‘progress’ made by pupils in each state-funded secondary school in England. In 2011 the Government made ‘expected progress’, a 'value-table' approach, their new headline measure of school progress.

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