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.