Open AccessA CBAL ™ SCIENCE MODEL OF COGNITION: DEVELOPING A COMPETENCY MODEL AND LEARNING PROGRESSIONS TO SUPPORT ASSESSMENT DEVELOPMENT
Author(s) -
Liu Lei,
Rogat Aaron,
Bertling Maria
Publication year - 2013
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2013.tb02336.x
Subject(s) - formative assessment , sophistication , science education , mathematics education , psychology , learning sciences , curriculum , competence (human resources) , science learning , cognition , computer science , experiential learning , pedagogy , social psychology , social science , sociology , neuroscience
The purpose of this report is to describe a science competency model and 3 related learning progressions, which were developed by applying the CBAL ™ approach (Bennett & Gitomer, 2009) to the domain of middle school science. The Cognitively Based Assessment of, for , and as Learning (CBAL) science competency model and its related learning progressions were developed by reviewing existing literature on learning sciences and science education, which have placed increasing emphasis on learners' knowledge and ability to apply scientific knowledge to conduct evidence‐based reasoning. In this report, we present the 5 competencies in our science competency model that reflect current efforts in the Next Generation Science Standards and the recent reform‐based curriculum to promote integrated and generative understanding. In addition, we report 3 hypothesized learning progressions related to our competency model to define the increasing sophistication of both content understanding and the capacity to carry out scientific inquiry. Then we discuss features of assessment prototypes developed under the guidance of the competency model and the learning progressions, by illustrating parts of 1 sample formative assessment task prototype.