Current projects

Special Education Learning Progressions in Mathematics

This project aims to develop and validate formative and summative classroom assessments embedded with Universal Design for Learning principles, for evaluating and promoting conceptual understanding of pre-algebra constructs for elementary and early middle school students with mathematics learning disabilities. Products will include a coherent mathematics learning progression as well as valid and reliable formative and summative assessments that provide meaningful, timely diagnostic feedback.

Desired Results Developmental Profile (DRDP) - California Department of Education

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 Carbon Cycle Project

The Carbon Cycle Project involves the development of a research-based learning progression for an important topic in the life, physical, and earth sciences. These processes are a fundamental part of the K-12 science curriculum, and their importance is likely to grow in the future.

Project Aspire - Defining and Assessing Mathematical Knowledge For Teaching Secondary Mathematics

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.

Assessing Data Modeling and Statistical Reasoning (ADM)

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.

Learning Progressions in Middle School Science Instruction and Assessment (LPS)

LPS is a four-year IES-funded project designed to investigate how middle school students gain an understanding of the structure of matter, how they reason scientifically, and the relationship between content knowledge and scientific reasoning. The BEAR Center and Stanford University have partnered with the SERP Institute and the San Francisco Unified School District to develop science assessment materials.