Skip to main content
Pages and Files
List of Pages
Science Competency Model and Provisional Learning Progressions
Next Generation Science Standards
(NGSS) offers a general framework for the development of science curricula. However, the
was not meant to be the only input into the design of instruction, assessment, and professional development. Instead, one would want to supplement the
with theoretically and empirically based results from learning-sciences research. The goal of the
™ 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
The CBAL Science Competency Model and Provisional Learning Progressions 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.
ETS Research Report
for this wiki
View an alphabetical
list of pages
for this wiki
ETS has been conducting a long-term research and development initiative called
Cognitively Based Assessment
. We are engaging in this complex initiative because we believe that existing approaches to K–12 accountability assessment could be markedly improved by incorporating
Findings from learning-sciences research about what it means to be proficient in a domain (in addition to the Common Core State Standards and the Next Generation Science Standards)
Tasks that model effective teaching and learning practice
Mechanisms for returning information about student performance in a rapid enough fashion to be of use to teachers and students
Testing on multiple occasions so that highly consequential decisions have a stronger evidential basis
Read more about the
CBAL research initiative
© Copyright 2014 Educational Testing Service. All rights reserved.
ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS). CBAL is a trademark of ETS.
All other trademarks are the property of their respective owners.
help on how to format text
Turn off "Getting Started"