A CBAL™ SCIENCE MODEL OF COGNITION: DEVELOPING A COMPETENCY MODEL AND LEARNING PROGRESSIONS TO SUPPORT ASSESSMENT DEVELOPMENT. Issue 2 (8th August 2014)

• Record Type: Journal Article
• Authors: Liu, Lei; Rogat, Aaron; Bertling, Maria
• Is Part Of: ETS research report series. Issue 2(2013:Dec.)
• Page Start: i
• Page End: 54
• Publication Date: 2014-08-08
• Subjects: science competency -- competency model -- learning progressions -- cognitively based assessment -- formative assessment -- summative assessment; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; Universities and colleges -- United States -- Entrance examinations; Universities and colleges -- United States -- Graduate work -- Examinations; Graduate Record Examination; Educational tests and measurements; Social sciences; Education -- Research; Education -- Research; Educational tests and measurements; Graduate Record Examination; Social sciences; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; United States; 378
• DOI: 10.1002/j.2333-8504.2013.tb02336.x
• Languages: English
• ISSNs: 2330-8516

Abstract

ABSTRACT: 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.