THE SCIENCE EDUCATOR AT WORK

A
COMPETENCY-BASED
LEARNING FRAMEWORK FOR SCHOOL SCIENCE
AANCHAL CHOMAL & SHILPI BANERJEE

Many education
I
n the past few years, there has been
a thrust towards a competency- Box 2. What is the NEP 2020?
policies recommend
based approach to education across It is a comprehensive framework of
science curricula that recommendations for guiding the
all educational policy documents (see
help students develop development of our country’s education
Box 1). For example, the National
competencies like Educational Policy (NEP) 2020 strongly
system. These recommendations cover
scientific temper and recommends that the science curriculum
many aspects of education—including
the structure of schooling, curriculum,
skills, and not merely adopt an interdisciplinary, competency- pedagogy, assessment, teacher training,
learn facts. How can based approach that helps develop school administration, and its
teachers connect sensitivity, evidence-based thinking, governance.
these competency- scientific temper, and innovativeness in
based outcomes with students (see Box 2).
and inadequate teacher support. At the
the curriculum, as However, schools face many challenges classroom level, pedagogical processes
well as with their in implementing this approach in and assessment practices at all grades
pedagogical and the teaching and learning of science. tend to reinforce the memorization
assessment practices? Important systemic challenges include of scientific facts over mastery of
a shortage of secondary-level teachers scientific skills. This is partly due to
with training in science, a lack of what is commonly understood as being
physical infrastructure such as labs, etc., the goals of science education, and
partly because of the nature of board
Box 1. What is competency-based examinations. For example, a study
teaching and learning? conducted by Azim Premji University
Competency-based education aims showed that an average of 60-70% of
to ensure that learners demonstrate the questions in the Grade X science
the attainment of expected learning examination papers of selected Boards
outcomes for the school curriculum. of India tested recall of facts and
It requires learners to be involved as information. Also, close to 40-50% of
active participants in teaching-learning questions in the paper were directly
processes in the classroom; and also lifted from the prescribed textbooks. In
emphasizes the need for them to contrast, almost all the process skills of
be capable of applying the desired
science, such as hypothesizing, drawing
knowledge, attitudes, and skills in
inferences, predicting, analysing, etc.,
diverse contexts.
were left untested. Several secondary

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school science teachers have shared how
such examination papers contribute in
significant ways to a narrowing of the
science syllabus that gets transacted at
the secondary level.
In order to overcome these challenges,
it is important to arrive at a common
shared understanding of the goals and
outcomes of science. It is from this
perspective that the National Council
of Educational Research and Training
(NCERT) has identified and published
Learning Outcomes (LOs) for Grades
VI-X. However, several teachers find the
LOs quite abstract and disconnected
from their practice. This is mainly Fig. 1. Components of the Learning Framework.
because these documents offer little Credits: Science Learning Framework, Central Board of Secondary Education (CBSE). License: CC-BY-NC.
clarity on the interlinkages between
these LOs and the prescribed textbooks
for these grades. Also, they lack (b) Learning Outcomes: The LF connects (c) Subject-specific content domains:
adequate guidance on ways to translate the LOs with the science-specific skills To help teachers connect science-
these LOs into classroom practices that students need to attain through specific LOs with the CBSE syllabus and
through appropriable pedagogical and different concepts addressed in their the prescribed textbook, the LF maps
assessment strategies. syllabus. For example, it recognises the these outcomes to related content
It is to address these gaps that the fact that the focus of the secondary domains (like Food, Materials, The world
Central Board of Secondary Education school curriculum shifts from familiarity of the living, How things work, Natural
(CBSE), with the support of Azim with formal definitions to the phenomenon, and Natural resources).
Premji University, has developed a comprehension of concepts, principles,
(d) Subject-specific cognitive levels:
science Learning Framework (LF). This and laws of science. Thus, it emphasizes
The LF expresses the LOs for science in
framework helps practicing teachers the role of experimentation, often
terms of three subject-specific cognitive
see connections between the many involving quantitative measurement, as
levels—knowing, applying, and reasoning
different aspects of school science a tool to discover or verify theoretical
(see Box 3). These levels describe the
education—the curriculum (particularly principles. In addition, it also stresses
intellectual processes that students
its aims and objectives at various the need for students to be introduced
need to engage in to demonstrate the
stages of schooling), NCERT’s grade- to the skills of interpreting data and
expected LOs (see Fig. 2).
appropriate LOs, pedagogical principles drawing inferences.
of teaching science, and the assessment
of science learning in relevant and
Box 3. Cognitive dimensions in school science:
authentic ways (see Fig. 1).
Knowing: This domain addresses the student’s ability to recall, recognize, describe, and
provide examples of facts, concepts, and procedures that are necessary for a sound
Components of the LF foundation in science. Having accurate and broad-based factual knowledge enables
(a) Nature of subject: The LF outlines students to successfully engage in the more complex cognitive activities essential to the
the various interconnected steps in practice of science.
the practice of science. These include Applying: This domain focuses on the student’s ability to use knowledge to compare,
making observations; looking for contrast, and classify groups of objects or materials; relate knowledge of a science
regularities and patterns; making concept (facts, relationships, processes, concepts, equipment, and methods) to real-life
hypotheses; devising qualitative or contexts; generate explanations, and solve practical problems.
mathematical models; deducing the Reasoning: In contrast to the more direct application of facts and concepts in the
consequences of these models; verifying previous dimension, LOs in the reasoning domain involve the application of facts
theories through observations and in unfamiliar or more complex contexts. Thus, this domain focuses on the student’s
controlled experiments; and arriving ability to engage in reasoning to analyze data, draw conclusions, and extend their
at the principles, theories, and laws understanding to new situations. Scientific reasoning also encompasses developing
governing the physical world. hypotheses and designing scientific investigations within and beyond classrooms.

— Rediscovering School Science | Jun 2022 59

 strategies in the LF are designed to
enable teachers to derive common
principles that can help align their
pedagogy and assessments with the LOs
(see Box 4).
(g) Assessment items, sample
questions, and marking schemes:
The LF shares a sample set of assessment
items that are designed to elicit
two different kinds of responses
from students—select responses and
constructed responses. In select
response type questions (see Fig. 4),
the student is required to select the
correct response from the many options
provided; while in constructed response
questions, the student is expected to
produce the correct response (see
Fig. 5). Each sample item is tagged
with the corresponding textbook
chapter, content domain, competency
level, cognitive level, thinking process,
difficulty level, marking scheme, and the
Fig. 2. Examples of different cognitive dimensions from the chapter ‘A living cell’ in the average time required to respond to it.
Grade X NCERT textbook.
The LF recommends that the marking
Credits: Science Learning Framework, Central Board of Secondary Education (CBSE). License: CC-BY-NC.
scheme be given as much importance
as the assessment item. For example,
(e) Indicators for every Learning of the scope of each LO, which can be in designing constructed response
Outcome: For each LO, the LF also immensely helpful in their ability to plan questions, particularly those assessing
defines indicators aligned to the how to teach each chapter in a better higher cognitive levels, it recommends
science-specific skills that students need way (see Fig. 3). that teachers allow scope for variations
to attain through different concepts in student responses—fully correct,
(f) Sample pedagogical and assessment
addressed in the CBSE curriculum. This partially correct, as well as many levels
strategies: The sample pedagogical
offers teachers a clear understanding of partially correct responses. Similarly,
processes and formative assessment

Fig. 3. An example of Indicators for a Learning Outcome.

Credits: Science Learning Framework, Central Board of Secondary Education (CBSE). License: CC-BY-NC.

60 — Rediscovering School Science | Jun 2022

Box 4. Key principles involved in the design of sample pedagogical processes and assessment strategies in the LF:
Student-centred: Since new knowledge is activities, and the assessment strategies are modulate their understanding of their
built over existing knowledge, pedagogical aligned to the competencies that students own learning, and help teachers adaptively
and assessment strategies focus on the are expected to develop in each grade. refine their pedagogical approach based
prior knowledge, skills, attitudes, and Thus, the sample pedagogical processes on student performances. To increase the
beliefs that students bring into the class. and assessment strategies are aligned possibility of reflecting the individual
They are also designed to empower to both the content domains and the capacities of students, these strategies
students to take charge of their own cognitive skills indicated in competency are designed to allow multiple modes of
learning; and encourage classroom statements. assessment, including portfolios, project
processes that involve cooperative and Assessment-centred: Since assessments work, presentations, as well as written and
peer-supported hands-on activities. are an integral part of the pedagogical oral assignments. They are also designed to
Competencies-centred: How well process, the LF shares strategies for include peer assessment, where students
students learn depends on how strongly formative assessments. These strategies assess the work of their peers against pre-
the methods of teaching, the learning have been designed to help students decided assessment criteria.

Fig. 4. A sample select response question.

Credits: Science Learning Framework, Central Board of Secondary Education (CBSE). License: CC-BY-NC.

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 Fig. 5. A sample constructed response question with its marking scheme.
Credits: Science Learning Framework, Central Board of Secondary Education (CBSE). License: CC-BY-NC.

62 — Rediscovering School Science | Jun 2022

it also recommends that teachers choose Parting thoughts make this shift in their classroom by
a marking scheme that is aligned to redefining the curriculum in terms of
As teachers, each one of us is gradually
the cognitive level of the assessment Learning Outcomes and Indicators.
moving toward new and engaging
item. So if an item is designed to As of now, the framework is hosted
ways of teaching and learning aimed
test the application of a concept, the on the CBSE website and can be
at preparing our students for a rapidly
marking scheme needs to illustrate the downloaded for use. A set of teachers
changing world. One of the ways that
many possible responses that could and administrators nominated by CBSE
we can do this is by helping them build
represent its application. The LF provides schools found the framework to be
competencies such as asking questions,
some sample responses for its sample helpful to educators in the development
testing hypotheses, communicating
assessment items—these responses are of scientific temper, freedom from fear
the results of investigations, collecting
meant to be indicative since including and prejudice, and respect for human
data, justifying assertions, etc. This
an exhaustive summary of all possible dignity and equality.
framework aims to help teachers to
responses may not be possible.

Key takeaways

• Many policy documents, including the NEP 2020, recommend a competency-based approach
to education as a way to develop sensitivity, evidence-based thinking, scientific temper, and
innovativeness in students.
• While the NCERT has identified and published Learning Outcomes (LOs) for Grades VI-X, several
teachers find these abstract and disconnected from their practice.
• The science Learning Framework (LF) is designed to help teachers see connections between these
LOs the science curriculum, pedagogical principles of teaching science, and the assessment of
science learning.
• By redefining the curriculum in terms of LOs and Indicators, the LF can enable teachers to
build competencies such as asking questions, testing hypotheses, communicating the results of
investigations, collecting data, justifying assertions, etc., in students.
• A select group of teachers and administrators who have reviewed the LF have found it to be
helpful to educators in the development of scientific temper, freedom from fear and prejudice,
and respect for human dignity and equality.

Note: Source of the image used in the background of the article title: Blackboard. URL: https://pixabay.com/photos/black-board-traces-of-chalk-school-1072366/.
Credits: stux, Pixabay. License: CC0.

References:
1. Ministry of Human Resource Development. (2020). National Education Policy 2020. Accessed from:
https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf.
2. A Study of Class 10 Board Examination. (2017). Accessed from: https://azimpremjiuniversity.edu.in/board-examination.
3. NCERT (2006). Position Paper: National Focus Group on Examination Reforms. URL: https://ncert.nic.in/pdf/focus-group/examination_reforms.pdf.
4. Learning outcomes at the secondary stage. (2018). Accessed from: https://ncert.nic.in/pdf/notice/learning_outcomes.pdf.
5. Learning outcomes at the elementary stage. (2017). Accessed from: https://ncert.nic.in/pdf/publication/otherpublications/tilops101.pdf.
6. NCERT (2005). National Curriculum Framework, New Delhi. URL: https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf.
7. NCERT (2006). National Focus Group, Position Paper on Teaching of Science, New Delhi. URL: https://ncert.nic.in/pdf/focus-group/science.pdf.
8. NCERT (2006). National Focus Group, Position Paper on Aims of Education, New Delhi. URL: https://ncert.nic.in/pdf/focus-group/aims_of_education.pdf.
9. NCERT Science Textbooks. URL: https://ncert.nic.in/textbook.php?fesc1=0-16.
10. PISA 2018 Science Framework. URL: https://www.oecd-ilibrary.org/education/pisa-2018-assessment-and-analytical-framework_f30da688-en.
11. TIMSS 2019 Science Framework. URL: https://timssandpirls.bc.edu/timss2019/frameworks/framework-chapters/science-framework/.

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 12. CBSE assessment framework for Science, Math, and English of classes 6-10 (pp.11-64). (2021). British Council.
URL: https://www.britishcouncil.in/sites/default/files/cbse_assessment_framework_for_science_maths_and_english_of_classes_6-10.pdf.
13. Azim Premji University (2018). Learning outcomes: secondary stage.
URL: https://cdn.azimpremjiuniversity.edu.in/apuc3/media/publications/Learning-Outcomes-_Secondary-Stage.pdf.
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URL: https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition.

Aanchal Chomal works as a faculty member at Azim Premji University, Bangalore. She has over 15 years of experience
in educational assessment. She has worked across several states in the conceptualisation and implementation of large-
scale assessments for assessing student learning and teaching practices. She has been a consultant to various state
governments and examination boards for policy reforms in assessment for school education and teacher education.
She is involved in designing and offering programmes in assessment to various stakeholders. She also teaches a course
in educational assessment to the MA Education students at Azim Premji University.
Shilpi Banerjee works as a faculty member at Azim Premji University, Bangalore. She has a background in Engineering
with a specialization in Educational Assessment. Her research interests include the development of feasible quality
assessment prototypes for classroom purposes, assessment design, and statistical evaluation of large-scale assessment
data. She is part of various technical committees set up by state and national boards to strengthen the design of
board examinations and classroom assessments. She is also involved in designing and offering courses in various
aspects of assessment to teacher educators, education functionaries, practitioners, and MA Education students.

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