1. EVIDENCE OF INQUIRY IN ASSESSMENTS AND ACTION
ASSESSED CURRICULUM
EVIDENCE OF INQUIRY IN ASSESSMENTS AND ACTION

2. What do you think of this assessment?
Ask: what is the message of this illustration?
Explore: the concept of differentiation

3. How to design a quality Performance Tasks…
Authentic or scenario based
Aligned with learning goals
Student choice
Evaluated against clear criteria
What is inquiry-based assessment?
Provide visual model of effective assessment/mind map of effective assessment

4. Language Arts
Topic: Authors use connotative language to create strong images, or to move the reader to figurative rather than literal interpretations. Student Performance or Activity? In this excerpt from Maya Angelou’s book, “Beloved,” highlight connotative language.”
In this excerpt from Maya Angelou’s book, “Beloved,” highlight connotative language.”
How did Maya Angelou create strong images for her readers through the use of connotative language? How could this shape a reader’s interpretation?
Whole-Group Activity
Are SA really SA? Or they are just a class activity?
How can you turn this to an assessment?. (let the language group present the outcome)

5. Science Topic: Organisms maintain a constant internal environment
called homeostasis in order to ensure survival.
Student Performance or Activity?
Create a symbol or design to represent the idea of
“homeostasis.”
Create a symbol or design to represent the idea of
“homeostasis.”
Write a summary paragraph under your symbol or design telling how it represents the idea of homeostasis; then tell why homeostasis is important for organisms that live in changing external environments.
How can you turn this to an assessment?. (let the science group present the outcome)

6. Mathematics
Topic: Standard units of measure allow accurate, numerical comparisons of objects. Non-standard units of measure provide a general comparison of objects. Student Performance or Activity? Use a 12 inch ruler to compare the length of a book, your foot, and the side of your desk. Record your results on the chart. Choose a non-standard item (pencil, your hand, an opened paper clip…) and measure the same objects. Record your results.
In two paragraphs compare the lengths of the book, your foot,
and the side of your desk as accurately as possible for both
your standards ruler measurements, and your non-standard
item measurements. Answer the questions:
“When is a standard unit of measure critical and why?” When is a non-standard unit of measure acceptable and why?”
How can you turn this to an assessment?. (let the math group present the outcome)

7. Assessment Evidence of Data Gathering
Have I gathered enough information?
Do I have sufficient evidence of research?
Have I described/defined the problems
that are at the core of my inquiry?
Inquiry-focused assessment – where we are going to find the evidence of the assessment
Where can we find evidence of the inquiry in the assessment?
How are we going to find the evidence

8. Definition Characteristics Title Non-examples Examples Assessment
Evidence of Understanding
Do I understand the information/material
I am researching?
Have I used my own words to summarise
my research?

9. Assessment Evidence of Reflection/Analysis
Does my work show that I have used the
information to form my own ideas?
Have I addressed the issues at the core of
my inquiry?
Have I drawn conclusions?

10. Assessment Evidence of Creativity
Have I created anything that shows my
own views and opinions of my inquiry?
Have I taken any action to do something
about my findings?
Activity (Inquiry Wall)
Teachers are to list the evidences. A manila card will be pasted on the board and they can freely go and write down.

11. Assessment Tools Newsletter Movie Review Experiment True-False Items
Self Rating
Cartoon
Debate
Diorama
Multiple choice
Portfolio
Advertisement
Action Plan
Puppet show
Completion
Observations
Jingle
Invention
Museum exhibit
Short Answer
Discussions
Fable; Tall tale
play
Journal entry
Sculpture or
drawing
Essay
Interview
Letter
Critique
Musical story
Practical Exam
Movie
Step by step directions
Powerpoint slides
Police report
Reports
Explanation
Quilt Square
Model
Board game
Questionnaires
Short story
Proposal
Map
Checklist
Web page
Travelogue
Biography
Peer Rating
Strategies for differentiation
Teachers to evaluate assessment task set for Q4 unit plan
Check what strategy and tools are used
Suitability for subject grade level objectives and student group
Authenticity of task / purpose of task relates to central idea or statement of inquiry

12. ROLE OF THE STUDENTS IN AN INQUIRY CLASSROOM
Activity (CSI)/(Object Inquiry)
Audience sit in groups – 1 person be the teacher and others be the students. Do not tell them their roles.
After the activity is done, can ask them to share their experience.
Give them the checklist.
This can be a performance task as well.
What comes to your mind when you think about assessment?
When the students pick a colour, symbol and an image for a topic it shows the evidence of understanding.
ROLE OF THE STUDENTS IN AN INQUIRY CLASSROOM

13. STUDENTS ARE ACTIVELY PARTICIPATING
They show interest
They want to collaborate
They show confidence
They accept other’s opinion
STUDENTS ARE READY TO EXPLORE
They are being curious
They want to observe
They take the opportunity to experiment with their own ideas

14. STUDENTS PLAN AND INVESTIGATE
They initiate a test to validate their ideas
They plan methods to filter the ideas
They investigate, observe and record.
STUDENTS PRESENT THEIR IDEAS
They express ideas through journals, reports, drawings, graphs, charts, etc.
They communicate their level of understanding of the concept.

15. STUDENTS PROPOSE EXPLANATIONS AND SOLUTIONS
They explain based on previous knowledge and the gained knowledge.
They sort out information
STUDENTS RAISE QUESTIONS
They enjoy asking questions

16. STUDENTS ASSESS AND COMMENT
STUDENTS OBSERVE
They observe carefully
They look at details, patterns, sequences and events
They identify changes, similarities &differences
They make connections
STUDENTS ASSESS AND COMMENT
They assess their own work.
They report and highlight the strengths and weaknesses
They reflect

17. ROLE OF THE Teachers IN AN INQUIRY CLASSROOM

18. TEACHERS MODEL BEHAVIOUR AND SKILLS
They demonstrate new tools or materials
They guide students to take responsibility
They help students design and carry out skills of recording, documenting and drawing conclusions

19. TEACHERS SUPPORT CONTENT LEARNING
They help students form possible explanations
They introduce tools and materials
TEACHERS FACILITATE
They use open-ended questions that encourage investigation, observation and thinking
They listen to students’ ideas, comments and questions

20. TEACHERS USE MULTIPLE MEANS OF ASSESSMENT
They are sensitive to the students’ thinking and learning.
They talk to, ask questions, make suggestions, share and interact with students.
They move around and make themselves available to students
They help students move to the next stage with appropriate clues and prompts

21. Performance Task Summary
Student Performances:
Reflect the most important Understand (Topic), Know (Facts), and able to Do (Skills) of the unit
Student Performances are the assessment evidence of inquiry.
Inquiry component must be visible in the assessments.

22. Working in your team... Looking at your inquiry plan for next year:
Decide on exactly what it is that you are going to assess
Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed.
List the criteria you will assess against.
Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.
Ask them to sit with their subject group.
Give the SA Mapping template and let them discuss (Different template for PYP and MYP)

23. References http://www.thirteen.org/