There are many sources for summative assessment at the end of the guided inquiry process, as well as some formative assessment. Focus on Inquiry states:
In the context of classroom activities or an inquiry activity, the
teacher provides opportunities for students to:
• create an information pathfinder (step-by-step plan for
gathering resources); see the sample activity on page 57
• complete a list of sources consulted
• hand in notes, webs, note cards or other note-taking
formats
• write/talk about their retrieval strategy and what worked
and did not work
• write/talk about the sources they found most useful and
why.
Notice that the first three tips do not include final product or presentation and the last two tips are aimed at reflective and metacognitive coals for students (and lead into the next post on Thinking and Reflecting on Retrieving Information); bear in mind that we are addressing assesment for the information retrieval process only at this point.
In Manitoba, the Department of Education, Citizenship and Youth included a chapter on Integrated Learning through Inquiry: A Guided Inquiry Planning Model in Independent Together: Supporting the Multilevel Learning Community. Blackline Masters and Sample Masters have also been provided, which is useful for seeing how some educators work on assessment for integrated inquiries, both formative and summative. See Sample 1 here and Sample 2 here.
Posts
No comments:
Post a Comment