Completed projects

  • ChemQuery/Living by Chemistry (LBC)

    ChemQuery/Living by Chemistry (LBC) is a chemistry curriculum and assessment project that has framed the “big ideas” of chemistry in order to provide developmental cohesion and promote conceptual understanding for students. This framework, called Perspectives of Chemists, informs on patterns and characteristics of the “conceptual change space” in the domain. The framework is based on integrating conceptual change theory with National and California State Science Standards.
  • Assessing Science Knowledge (ASK)

    The Assessing Science Knowledge (ASK) project is designed to define, field test, and validate effective embedded and benchmark assessment tools and techniques to be used by grade 3ˆ6 classroom teachers to assess, guide, and confirm student learning in science. The assessments are being conceptualized, developed, and refined using one exemplary science-education curriculum, the Full Option Science System (FOSS).
  • Constructing a Framework for Science Assessment Systems

    This project seeks to create, validate, and publish a practical and research-based framework to guide state science assessment systems in striving to meet the criteria of coherence, comprehensiveness, and continuity. Our research and development for the framework will draw on existing research and will reflect our belief in the need for appropriate usage of valid assessment systems grounded in sound cognitive theories of science learning.
  • Developing an Integrated Assessment and Support System For Elementary Teacher Education (DIAS)

    The DIAS project is a multi-year research collaboration that aims to develop, implement, and evaluate a prototype for an integrated assessment system in elementary teacher education. We are currently focusing on mathematics, but plan to also work on English Language arts (ELA).
  • Evaluating the Validity of Teacher Licensure Decisions

    The goal of this research program is to develop and evaluate the validity of a portfolio assessment for early career elementary teachers with potential use in the WI Master Educator certification process. Validity research for the newly developed portfolio is being undertaken by the University of Michigan (UM) and the University of California, Berkeley (UCB).
  • Formative Assessment Delivery System (FADS)

    With the interest of helping teachers improve their instructional practices and enhancing student learning, FADS is a computerized system that will allow classroom teachers to design, develop, and deliver formative assessments and to monitor and report student progress within an interpretive context.
  • Generalizability In Item Response Modeling

    The Generalizabilty in Item Response Modeling (GIRM) project aims to find a way to integrate two psychometric approaches: Generalizability Theory (GT) and Item Response Theory (IRT). The GIRM approach incorporates the sampling model of GT into the scaling model of IRT by making distributional assumptions about the relevant measurement facets.
  • The Imperial versus Metric Study (IMS)

    The Imperial versus Metric Study (IMS) carried out jointly by BEAR and WESTAT is part of a larger study, namely PISA (Programme for International Student Assessment). PISA was coordinated by governments of participating countries, through the Organisation for Economic Co-operation and Development (OECD). A survey of the knowledge and skills of 15-year-olds in the principal industrialized countries was first conducted in 2000, and will be repeated every three years.
  • National Cancer Institute IRT Applications

    The project related to the National Cancer Institute is to show how item response modeling techniques might be of use to behavioral scientists, since little IRM has been applied in this area to date.
  • Principled Assessment Designs for Inquiry (PADI)

    The overarching purpose of the PADI project is to provide a practical framework for designing assessments of science inquiry skills. The framework is grounded in recent developments in cognitive psychology, research on science inquiry, and advances in measurement theory and technology.
  • Standard-Setting Using the Construct Map

    Wilson and Draney (2002) have described a new method, called "construct mapping" for setting standards in achievement testing that takes advantage of the image of a "progress map" based on an item response model analysis of the data. This approach allows the standard setters to give interpretational meaning to potential cut-scores in terms of the responses to both multiple choice and open-ended items.
  • Strategies for Literacy Independence across the Curriculum (Striving Readers)

    The Striving Readers project is a multi-year research collaboration that aims to implement and evaluate a content-area literacy curriculum for middle and high school called “Strategies for Literacy Independence across the Curriculum” (SLIC).
  • Work Circles: Developing research sensitive teachers and practice-sensitive researchers

    This is a 15 month applied research project to investigate the implementation and impact of a pilot implementation of an innovative group research and professional development structure called a Work Circle. It is proposed by the Lawrence Hall of Science (LHS) and BEAR, working with partner schools. A Work Circle will be established and its organization, operation, and accomplishments will be investigated over time.