The CBAL™ Science Competency Model and Provisional Learning Progressions

The Next Generation Science Standards (NGSS) offers a general framework for the development of science curricula. However, the Standards was not meant to be the only input into the design of instruction, assessment and professional development. Instead, one should supplement the Standards with theoretically and empirically based results from learning-sciences research. The goal of the CBAL™ Science Competency Model and Provisional Learning Progressions is to provide such a supplement, one that we believe can provide fresh insight as to how assessment, instruction and professional development might be designed so that they have maximum positive impact on teaching and learning.

The CBAL Science Competency Model and Provisional Learning Progressions offer:

  • a general framework to represent the dimensions of science proficiency
  • a clarification of science inquiry practices
  • hypothesized learning progressions for core ideas and science practices based on existing literature

This is a work-in-progress subject to empirical validation and theoretical challenge. We hope that it will stimulate discussion, encourage debate and promote empirical research about the best ways to bring the learning sciences to bear in assessment reform.

Read the ETS Research Report.

View the complete CBAL Science Competency Model and Provisional Learning Progressions.

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For more information, please email RDWeb@ets.org.

 

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ETS Research Forum: Paul Deane

ETS Research Form: Paul Deane video

Learn about the CBAL Language Arts learning progressions and their relationship to the Common Core State Standards (Flash, 46:20).

The CBAL™ Research Program: Overview

The CBAL Research Program: Overview Video

Get an overview of the CBAL™ research program, including how the CBAL assessment prototypes are being used in the classroom (Flash, 8:02).

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