In an era of Big Data, we can learn much more by quantifying the learning process through
increased use of formative assessments: Are students learning — and if so, how?
Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety
of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that
increase the
use of evidence and a culture
of collaboration (i.e., framing debates as productive conflicts,
using public performances); (4)
formative assessments that provide opportunities for revision; and (5) summative
assessments that are multidimensional and representative
of professional practice.
Even when we employ a range
of formative assessments and
use the
assessment results to guide our instructional decisions, we haven't necessarily answered the question
of whether our teaching
increased students» learning, and by how much.