Assessment+of+Inquiry+Tasks

====** Assessment of inquiry learning tasks can be difficult as it is difficult to judge or rank a students thinking process. There are of course outcomes that require assessment but there is also the opportunity to assess the skills required for independent inquiry learning. Kuhlthau, Maniotes & Caspari (2007) suggest that assessment be done through a longitudinal process whereby the teacher may evaluate a students acquirement of skills and understandings of process and at the same time examine content area learning, information literacy and social abilities. **====

====** Ongoing assessment is able to provide the teacher with how a student is learning and how they may better equip students for learning (Chapman & King, 2012). A most beneficial assessment practice for inquiry learning tasks is informal formative assessment of students. This can occur on a daily basis if necessary. Tools for this type of assessment include checklists, response cards and oberservations. Students also may be recorded (photographs or video) for future reference. Whilst this type of assessment does not produce a number or grade it does give the teacher useful information about student progress and their own teaching practices. **====

====** The skill of "using an inquiry process" (Board of Studies NSW, 1998, p.9) as it appears in the syllabus needs to be assessed as it has been outlines as a key skill for students in the HSIE syllabus. Teachers can examine a students abilities of inquiry by having them complete research projects and problem solving tasks. Similar assessment strategies as mentioned above can be used e.g. checklist to 'assess' understanding and skill acquisition. Dialogue and conferences with students and teachers can also play a necessary role for the student to express how they are progressing, their own understanding of the inquiry process and discuss their own thinking process. **====