I think in
an inquiry classroom assessment and instruction are kind of two sides of the same coin, really.
Not exact matches
Jennifer is a passionate advocate of self - directed learning,
inquiry, and authentic
assessments, and she believes the key to transforming education is to sharpen the focus on student voice and choice in the
classroom.
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.
Her
classroom inquiry centres on the puzzle: How can
assessment be a meaningful and shared experience?
The paper, by researchers Christopher Dede, Tina Grotzer, Amy Kamarainen, and Shari Metcalf, describes the ways in which EcoXPT can support
classroom practices that the NRC connects with deeper learning: case - based approaches; self - directed, open - ended, and collaborative
inquiry; apprenticed learning; interdisciplinary learning; and learning that's embedded with diagnostic
assessments based on many sources.
With the rise of the C3 Framework and ongoing standards revisions that advocate the move to more student
inquiry in the
classroom, the concept of teacher as instructional designer is key, and teachers educators need to prepare beginning teachers to facilitate student
inquiry and analysis as they learn to develop and implement disciplinary specific models of
inquiry and
assessment in the
classroom.
Our work of creating common performance
assessments and rubrics and scoring them across
classrooms has created a culture of
inquiry and a collaborative atmosphere... This is a result of our process of learning about the Common Core, unpacking standards, writing lesson plans and tasks, sharing those plans, giving each other feedback, creating common rubrics, and collectively examining student work.
For summative
assessment,
classroom observations are used to gain insight into changes in teaching strategies, types of innovative technology used in
classrooms, and overall effectiveness of lessons for engaging students during science
inquiry.
A multiracial fightback against the testing industrial complex — one that is explicitly ant - racist and takes up issues of class inequality — has the potential to change the terms of the education reform debate and envision a world where authentic
assessments are used to support students as they engage in
classroom inquiry about how to achieve social justice.
At the participating schools, lessons will not be limited to the confines of
classrooms, teaching will be done through an
inquiry - based format, and tests will be performance
assessments that are more complex and rigorous than multiple - choice exams.