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.
The Desired Results Developmental Profile (DRDP) is the assessment required for all children in all state-funded early care and education programs in California. DRDP assesses the key domains of development for children from early infancy through kindergarten. Beginning in 2001, the BEAR Center researchers have designed and implemented valid and reliable measurement of development in early childhood, and created the DRDPtech assessment software system for teachers.
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 ramifications of testing in the classroom, with a view to maximizing the benefits and minimizing possible drawbacks of current educational testing applications.
Selected presentations by BEAR Center researchers:
Rebecca Poon, Cal Teach Program
The Institute of Education Sciences (IES) and other federal agencies have made the use of randomized controlled trials “a research priority” (Schneider, Carnoy, Kilpatrick, Schmidt, & Shavelson, 2007, p. 4) and, yet, to receive funding to carry out such research, applicants must often provide “prior empirical evidence” such as “prior evidence suggest(ing) that the intervention is likely to substantially improve student learning and achievement” (IES, 2006, pp. 7-8).
Frank Worrell, Graduate School of Education
Effective teaching has long been an issue of national concern, but in recent years, focus on the effectiveness of teacher preparation programs to produce high quality teachers has sharpened. These and other factors, such as longstanding achievement gaps and legislative calls for greater accountability, have resulted in the creation of new accreditation standards for teacher education programs.
Linda Morrell (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.