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.

  • Teaching Machines to Hate: Scalable Detection of Online Hate Speech

    Chris Kennedy, UC Berkeley, Public Health

    Reports of hate speech targeting minority groups have risen dramatically since launch of Donald Trump’s presidential campaign. Although this surge is well reported, it is unknown how rates of hate speech vary across online properties and over time. To overcome these challenges, this study identifies and examines online incidents of hate speech, designing a replicable research methodology in collaboration with the Anti-Defamation League.

  • The Validity of Standardized Tests for Evaluating Curricular Interventions in Mathematics and Science

    Joshua Sussman, BEAR Center

    The literature expresses concern about the use of standardized tests as outcome measures for evaluating the educational impact of new curricular interventions. The concern is that the standardized test may measure the wrong outcome and the evaluation will misjudge the intervention, derailing educational reform. In spite of these concerns, the literature contains almost no empirical information about the use or validity of standardized tests as outcome measures.