Checklist

Check it!

1. Choose an assessment strategy (e.g.: inquiry-based assessment).

2. Research articles unique to our assessment strategy:

• Three scholarly articles, and complete a 3-2-1 reflection tool for each article.
• Find applications of our strategy (video, article, interviewing a teacher, etc.).

3. Demonstrate & Apply:

• Create an inquiry-based assessment for a specific unit or standard(s),
• Determine ELOs for the standard or unit, then finalize the assessment product.

4. Reflect: Write a one-page reflection on the process and application of your assessment strategy, reviewing what works and what doesn't, or things you might change for the future.

5. Post to Blog (all of above), as evidence of learning.

An Inquiry-based Reflection

The toughest thing about implementing inquiry-based learning and assessment is making enough time in the classroom for it to be fully flushed out.  It is a form of assessment that takes more energy and time than most others because it tends to examine issues a mile deep, instead of just a mile wide at the surface.  While I think it can motivate students through their own interests, it can also run the risk of overwhelming them with the workload.  Unfortunately, most of the literature written about inquiry-based learning is about science classrooms.  Some of the methods are transferable to other classes, but some are not.  There are interesting Social Studies examples out there, but their numbers pale in comparison to science.  Certainly this type of assessment can be, and should be applied to Social Studies curriculum.

When implementing this type of assessment in Social Studies, it is usually project-based and involves a significant amount of work.  In order to break it down for students so they do not feel completely overwhelmed, instructors need to set incremental deadlines and provide students with an appropriate checklist.  I would include smaller formative assessments in a unit before the final project (inquiry-based assessment) in order to scaffold student learning, making sure they are on the right track.  Had I planned an entire unit of instruction with my two examples, I would have included those. The size and scope of these final project means all expectations, as with any other type of assessment, need to be clarified at the beginning for students to be successful. In-depth learning makes for lasting knowledge, instead of simply cramming lots of information in time for a test. Students should be able to grapple with big, complex, social questions that dominate our world today when they leave school. Inquiry-based assessment is one of the best tools to help student develop this ability.

I think the reason there is so much literature on science curriculum being inquiry-based is because labs easily lend themselves to exploration.  This does not mean students cannot explore historic, civic, social, and geographic concepts.  The biggest issue with implementing larger projects in social studies is the amount of time it takes to do it well.  Science labs can be wrapped up in one class period.  Social studies projects take days of research, discussion, and often presentation. These time issue means projects must be well planned, and possibly include more than one standard or benchmark, unlike my ideas which only contained one per assessment.  The time it takes to do things like peer-assessment and group work is very valuable. Ideas and research are refined by social interaction, and peer-assessments pressure students to be independent, self-directed learners. While I think inquiry-based assessments require more planning than most, every assessment should be careful crafted and implemented.  Students can gain a much deeper understanding of their world through inquiry.

The reason we send kids to school is for them to learn for life, not just for a grade.  Inquiry-based assessment fosters life-skills like working in a group to accomplish a goal, applying knowledge to relevant, real-world issues, and problem solving.  We do our children a disservice by asking them to learn in a vacuum, where little is applicable to the world they live in, and we do ourselves a disservice by not preparing students as engaged citizens.

Xtranormal Video-Chapter 8

Developing Inquiry-Based Assessments

From the research, I created two inquiry-based assessments aligned with Minnesota State Standards, and Essential Learning Outcomes (ELOs) I developed for them. The assessments are for eighth and ninth grade students:

Image from: NPR - http://www.npr.org/blogs/itsallpolitics/2013/02/20/172495803/failure-to-ratify-during-amendment-battles-some-states-opt-to-watch

Eighth grade Geography:

2. Geographic inquiry is a process in which people ask geographic questions and gather, organize and analyze information to solve problems and plan for the future.	8.3.1.2.1	Formulate questions about topics in geography; pose possible answers; use geospatial technology to analyze problems and make decisions within a spatial context. For example: Questions about geographic issues might relate to urban development, environmental concerns, transportation issues, flood control.  Geospatial technology—Geographic Information Systems (GIS), online atlases and databases, Google Earth or similar programs.

ELOs:

1.     Can formulate a meaningful geographic question about the North American region they have been studying.

2.     Create a digital document illustrating their question and/or solution in a spatial context.

3.     Analyze and interpret spatial information and arguments about their chosen issue in order to come to a complete conclusion.

4.     Develop a persuasive, well-informed argument for the answer to their geographic question.

Eighth grade students would create this “final report” as an inquiry-based assessment at the end of a geography unit. During the unit, students would have been working in groups with a specific region of North America so they have a deep understanding of the physical and cultural geography of their region. They have already done presentations for the class and created travel brochures about specific aspects of their regions.

To address the standard, students will brainstorm with their group a meaningful geographic question they will propose an answer for in a final, written report. Questions can be about urban development, environmental concerns (mining), natural resource use (water rights), etc., but must be approved by the teacher. Research on a question must be done using sources of geospatial technology (GIS, Google Earth, map/satellite imagery) as well as text sources. All sources need to be correctly cited in the report. Written sources need to be credible (Joe’s blog might be a good starting point, but not as a final source. Students need to form their own opinion.)

The final report needs to be a fully developed argument or proposal to the geographic question the student is researching. In the report, opposing viewpoints or proposals should be acknowledged. This will require students to find sources of information opposing their view and to critically evaluate their position and others in a realistic manor. Students also need to include a Google Earth document (screen shot inserted into the report, or attached digitally with the paper) that helps explain the situation or resolution they are proposing to their question. During this unit, students have become familiar with using Google Earth and will have time to work on this document in class. This type of geographic inquiry allows students to develop their own interests, fulfills this standard, and assesses them on relevant, real-world application.

 Ninth grade Civics or Government:

3. The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.

9.1.2.3.1

Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights.  For example: Documents—Mayflower Compact, English Bill of Rights, the Virginia Declaration of Rights, the Declaration of Independence, Virginia Statute for Religious Freedom, the Constitution, selected Federalist Papers (such as 10, 39, 51, 78), the Bill of Rights.

ELOs:

1.     Analyze founding era primary documents that promote the ideas of natural rights, constitutionalism, representative democracy, social contract, civic virtue, federalism, individual rights, and popular sovereignty.

2.     Interpret the positions of several key Federalists and Anti-federalists on the constitution and how they think the constitution and proposed Bill of Rights fit or don’t fit with these democratic values.

Each ninth-grade class will take on the roles of important Federalist and Anti-Federalist personalities in order to engage in a debate on the proposed “new constitution” of the United States. Does it embrace democratic values or does it ignore important rights and values? Students will take on the opinion of their character by examining relevant primary documents (e.g.: Federalist Papers, Mercy Otis Warren’s plays, the Virginia Declaration of Rights, Declaration of Independence, John Locke’s natural right philosophy, etc.).

Working in two teams, either Federalist or Anti-Federalist, students will develop arguments about whether or not the proposed constitution, and Bill of Rights provide for the preservation of democratic values in the new country, or not. The arguments should be well crafted and based on evidence from the primary sources the class in analyzing. Even though they will be in two teams, each individual student needs to argue one point that is most salient to their character. Arguments should be to the point, and draw on examples from the texts, making them roughly 2-4 minutes in length.

Once all students have given their arguments, and both sides have made final statements, the class will vote on approving or rejecting the new constitution and Bill of Rights. Through the primary documents, students will understand some of the basic democratic principles the United States is founded on and how they were implemented in the Constitution and Bill of Rights. Students will also understand how these values can sometimes be in conflict as they take on the roles of early American’s trying to structure their new democracy.

Application of Inquiry-Based Assessment: Primary Docs

Think Like a Historian!

In this video the classes are using primary sources to answer and analyze a question in groups that is posed to the entire class at the beginning of the period. To take this fully to inquiry-based assessment, students could individually write responses to the question in the form of essays or papers using the primary sources. Analysis of the primary sources should still be done in groups in class. 

This assesses not only content, but student's ability to critically evaluate sources and develop a solid argument about the question in their paper.

-->https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum
 

Application of Inquiry-Based Assessments: Debate

The Great Debate!

Topics for the debate are chosen by the teacher from things covered in class and current events. Students sign up for a topic (the yay or nay side) and then research it on their own. The are presenting what they know unscripted. This is not only a good way to assess what they have learned about a topic they are interested in, but to encourage life-long learners.

This video is from the Teaching Channel, and takes place in a high school economics classroom.
Link: https://www.teachingchannel.org/videos/teaching-economics-with-debating

Application of Inquiry-Based Assessment: African Masks

This is a simple way to bring inquiry-based assessment and learning into a classroom of younger students. I probably would not use this idea with students older than seventh grade at the risk of them thinking the final project is lame, and not worth their energy. I do like that students are doing their own research, have a clear outline of what is expected for the final product, and that the final product will be on display. I think this can be a motivating factor for many students, much like the peer-evaluation of the products for the science class in the final research article I examined in my last post.