Assessment in inquiry-based learning: the rationale and design of a handbook for teaching and assessing key learning facets
In this project, inquiry-based learning was examined in conjunction with the new British Columbia curriculum. The new curriculum emphasizes the importance of three core competencies that transcend the boundaries of traditional disciplines: Personal and Social Responsibility, Communication, and Critical and Creative Thinking. When viewed through the lens of inquiry-based learning, these competencies formed the background of key learning facets. The question of how best to assess inquiry-based learning in the new curriculum was addressed through a thorough review of current assessment literature. A solution to the problem was proposed through the creation of an assessment handbook for educators. The handbook guides educators through a series of lessons that can explicitly teach the cross-curricular skills embedded in the core competencies of the new curriculum. Teaching the elements of the key learning facets allows both students and educators to have a clear target for achieving success. This model allows for transparency and authenticity of assessment in inquiry-based learning.
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Professional learning community focused on assessment for learning: teachers’ reported levels of adoption and changes in attitude MacDowell, Venessa M. (Electronic version published by Vancouver Island University, 2010-05)The empirical evidence on changing educators’ assessment practices shows what pedagogical changes effectively increase student achievement, but the question remains about how to support educators in making the necessary ...
Hryniuk, Lori (Electronic version published by Vancouver Island University, 2010-03)This mixed methods study explored the questions: To what degree, if any, does the involvement in a structured professional learning community, focused on assessment for learning (AFL), lead to increases in secondary science ...
Exploring the relationship between assessment for learning and students’ experiences in nonfiction reading comprehension David, Doug (Vancouver Island University, 2013)The purpose of the current study was to explore the relationship between the use of assessment for learning as an instructional methodology and students’ experiences in nonfiction reading comprehension. The participants ...