1. deep learning

2. Alignment of inquiry learning assessment

3. Traditional model of the scientific inquiry process students obsess on results!!!

4. Inquiry learning: iterative reflection and critical thinking Inquiry learning: iterative reflection and critical thinking

5. Assessment for learning: Feedback (student, teacher, peer)Feedback (student, teacher, peer) Checkpoints: identification of misconceptionsCheckpoints: identification of misconceptions Inclusive (recall Gardner’s MI)Inclusive (recall Gardner’s MI) Cross-disciplinary explorationsCross-disciplinary explorations Iterative processIterative process Generation of more questionsGeneration of more questions Assessment for learning: Feedback (student, teacher, peer)Feedback (student, teacher, peer) Checkpoints: identification of misconceptionsCheckpoints: identification of misconceptions Inclusive (recall Gardner’s MI)Inclusive (recall Gardner’s MI) Cross-disciplinary explorationsCross-disciplinary explorations Iterative processIterative process Generation of more questionsGeneration of more questions

6. Howard Gardner’s Theory of Multiple Intelligences Linguistic Linguistic Logico-mathematical Logico-mathematical Spatial Spatial Musical Musical Bodily-kinesthetic Bodily-kinesthetic Interpersonal (ability to empathize with others' needs, feelings, motivations) Interpersonal (ability to empathize with others' needs, feelings, motivations) Intrapersonal (self-reflective; ability to understand one's own motivations and emotions) Intrapersonal (self-reflective; ability to understand one's own motivations and emotions) Naturalist (sensitivity to nature and one's place within nature; ability to grow and nurture things; ability to recognize and classify fauna and flora) Naturalist (sensitivity to nature and one's place within nature; ability to grow and nurture things; ability to recognize and classify fauna and flora)

7. What matters to our students? Designing an inquiry assessment - introductory exercise

8. Characteristics of Inquiry Assessment: Alignment with the scaffolding process Alignment with the scaffolding process Variation Variation Progressive (allows feedback, checkpoints) Progressive (allows feedback, checkpoints) Inclusive Inclusive Transparency Transparency

9. Inquiry Assessment: What and How? Situate abstract tasks into authentic context (Relevance) Situate abstract tasks into authentic context (Relevance) Identify process of the task Identify process of the task Vary diversity of situations and articulate common aspects Vary diversity of situations and articulate common aspects Sequencing activities: Sequencing activities: - global before local skills - increasing complexity - increasing diversity Diversity of assessment methods- examples: Diversity of assessment methods- examples: - reflective journals - progressive development of ‘good questions’ - concept maps - e-portfolios of inquiry process

10. Based on the iterative model for inquiry, work with your team to identify: Types of assessment for inquiry- how are they aligned with learning goals? Types of assessment for inquiry- how are they aligned with learning goals? Points at which assessments will be given Points at which assessments will be given Assessment as opportunities for scaffolding Assessment as opportunities for scaffolding Checkpoints for teacher/student Checkpoints for teacher/student