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.

3-2-1 Tool

Reflecting on the literature about Inquiry-based learning and assessment using the 3-2-1 tool. For each of the three articles I pulled for research, I have three things I learned, two curiosities or questions, and one final take-away. All articles were electronic versions from scholarly journals, and I list the citation first.

Photo of class mock trial from: http://north.csd99.org/academic/social-studies/

Saunders-Stewart, K.S., Gyles, P.D.T., & Shore, B.M. (2012). Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory [Electronic version]. Journal of Advanced Academics 23(1), 5-31.

This is a general critique of the literature and evaluations of inquiry-based learning, and is a good article to start from.

3 Things Learned:

·      In-depth learning facilitates lasting knowledge transfer more than a traditional approach. By focusing on the learning process, students will still gain the content-base knowledge they need.

·      Inquiry-based problems are inherently interesting to students because they are real-world with multiple solutions – with an appropriate level of challenge, students will cultivate task commitment within themselves. Today, when instant answers and gratification is the norm, getting students follow-through on a task is an invaluable life skill.

·      Collaborative student groups are usually the most successful when there are four or fewer members. Social dialog allows the exchange and refinement of ideas, and facilitates creativity. Within a group, self and peer-evaluation pushes students to become “self-regulated, independent learners” (23).

2 Curiosities or Questions:

·      The authors noted in their review that nontraditional, inquiry forms of instruction benefit underprivileged students most, without explaining why that would be? Why wouldn’t it help all students achieve?

·      One of the important features of inquiry-based learning and assessment, is that the teacher becomes one of the collaborators, and “research director.” I would really like to see this play out in a classroom, as I think it is a really fine line to walk (that would take practice) because you still need to be able to assess your students’ work as a teacher (or research director, depending on how you view the role).

1 Final take-away:

·      While the authors did not find evidence that students’ critical thinking skills improved with inquiry-based learning, which is often touted as one of the benefits, they did find this method of learning and assessment increased many other skills: task-commitment, social skills, content knowledge, interest in life-long learning because the process is applied to their life, and a higher level of self-confidence and self-efficacy among students.

Kohlmeier, J., Saye, J., Mitchell, L., & Brush, T. (2011). Using Mentoring to Support a Novice Teacher Using Problem Based Historical Inquiry with “Low Achieving” Students [Electronic version]. Journal of Social Studies Research 35(1), 56-79.

This is an interesting article on the application of an inquiry-based social studies lesson and assessment done with a middle school age, "low achieving" students. Most literature written about inquiry-based assessment and learning is based on science curriculum, so it was great to read about a social studies class!

3 Things Learned:

·      Five competencies critical to higher order reasoning in social studies: (1) empathize with multiple points of view; (2) apply abstract concepts to specific situations; (3) infer beyond limited facts to draw logical conclusions; (4) engage in discourse to clarify understanding of the nuances of the issue; and (5) apply evaluative criteria in developing a defensible decision about a social problem.

·      Using a “grabber” to introduce the unit that was relevant to students’ lives helped make it authentic (a decision by authorities to do breathalyzer tests their prom, compares to central historical question of when do authorities have right to limit rights?). This helped motivate students normally lacking in interest in public issues and school. Continued to remind students of similarities between the two issues throughout unit.

·      Find balance of scaffolding for “low achieving” students and not making it seem like a regular, non-inquiry-based unit. Requiring drafts of speeches and other small assignments to give incremental feedback on progress. Inserted comprehension questions every few paragraphs of primary source reading for groups to discuss to help everyone understand text.

2 Curiosities or Questions:

·      In addition to reading and discussing reading comprehension questions, in what other ways can literacy skills be strategically placed into an inquiry-based unit?

·      While the final product of speeches in mock Senate hearings was the final inquiry-based assessment, how can smaller, formative assessments be placed in this unit?

1 Final Take-Away:

·      Inquiry-based assessment works in social studies classrooms because students need to “learn the knowledge, skills, and dispositions necessary for democratic citizens,” (Kohlmeier et al., 73). Getting students, even low-achieving students, to be involved in-depth with historical characters means they will remember those issues, characters, and stories on standardized tests.

 

Chung, H. & Behan, K.J. (2010). Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning [Electronic version]. The American Biology Teacher 72(1), 24-29.

Interesting read about using peer-evaluations as part of inquiry-based assessement. This is about a science class, but the model could be easily adapted to a social studies classroom.

 

3 Things Learned:

·      Peer sharing and review helps develop active communication and management skills, and increases feedback. It helps student prepare for their future roles as informed citizens (or scientists, in this case-study). Community members and experts in related fields also evaluated their projects, making the process seem more real.

·      Both students and instructors reported that students’ critical-thinking and communication skills improved (27).

·      Instructors provided students with detailed guidelines and clear expectations at the beginning, then giving feedback on different aspects of the project as it was coming together. This helps steer, or scaffold, students who might be struggling or heading in a direction that doesn’t meet the objectives of the standards.

2 Curiosities or Questions:

·      Does providing students with too much detail (like a rubric) at the beginning stifle the inquiry process or does it depend on age level (eg: seventh graders need more direction at the beginning and high school seniors or undergraduate students)?

·      Do peer-evaluations hold enough weight, or do students go too easy on each other’s projects? Or do they base their evaluations on how much they like another student? (This would be a concern for me doing this in a middle school.)

1 Final take-away:

·      I really like the idea of having a project that peers and community members evaluate, because I think it motivates students to be focused and put effort into making their project relevant, as these instructors found.

Assignments Matter - Chapter Notes and Reflections

Golden Circle

People connect with the why, not the what.

Why
To create citizens who are caring, competent critical thinkers. Schools should help people learn for life, not just the classroom. Learning needs to be applicable and relevant.

How
Teachers guide students with real-world applications, inquiry-based learning, and assessments asking them to apply their knowledge in a meaningful way.

What
Students should learn about civic engagement, globalization, historical-inquiry through their social studies classes, all of which can be relevant and connected to student lives.

Photo from http://www.entrepreneur.com/slideshow/225769