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:
Institutional Admissions Programs Searching for Equity in Chile´s Higher Education: Theory of Action and Results
Veronica Santelices, Pontificia Universidad Católica de Chile
During the last five years a group of selective universities in Chile have started to implement admissions programs that consider the achievement of students in context of the educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores the program theories in a sample of these programs and their effects on access and academic outcomes.
Esther Dominique Klein, University of Duisburg-Essen
In recent decades, school systems all over Europe have seen a shift of school improvement approaches away from planning and hoping for the best towards rationality and data-based decision-making. This has led to the implementation of new test and evaluation systems, but it has also shifted the role of existing test systems, such as statewide high school exit exams. These exams have been an integral part of education systems all over Europe for decades and even centuries.
Sandhaya Rao Hermon, CalSWEC