A "CBAL"™ Science Model of Cognition: Developing a Competency Model and Learning Progressions to Support Assessment Development. Research Report. ETS RR-13-29

Autor/inn/en	Liu, Lei; Rogat, Aaron; Bertling, Maria
Titel	A "CBAL"™ Science Model of Cognition: Developing a Competency Model and Learning Progressions to Support Assessment Development. Research Report. ETS RR-13-29
Quelle	In: ETS Research Report Series, (2013), (63 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Science Education; Competence; Models; Learning Processes; Educational Assessment; Summative Evaluation; Formative Evaluation; Middle School Students; Secondary School Science; Science Process Skills; Science Achievement; Competency Based Education; Alignment (Education); Vignettes; Student Evaluation; Simulation; Evidence Based Practice; Scaffolding (Teaching Technique); Metacognition; Epistemology; Beliefs; Motivation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kompetenz; Analogiemodell; Learning process; Lernprozess; Education; assessment; Bewertungssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Schulnote; Studentische Bewertung; Simulation program; Simulationsprogramm; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Belief; Glaube; psychologische; Motivation (psychologisch)
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01