Assessing Learning

This chapter provides a conceptual overview of why, or why not, to assess inquiry projects. It surveys axes of possible assessment related to the Next Generation Science Standards, student engagement, psychosocial context, and human development. It discusses the value of formative and summative assessments for inquiry projects and the power dynamics inherent to assessment via grading. Last, the chapter offers guidance on transitioning away from grades toward student-centered reflection and feedback and offers guidance on using rubrics and self-evaluation activities to support equitable assessment. This chapter provides a conceptual overview of why, or why not, to assess inquiry projects. It surveys axes of possible assessment related to the Next Generation Science Standards, student engagement, psychosocial context, and human development. Assessing inquiry projects can sometimes be valuable. Formative assessments can help guide students' projects and build their confidence and motivation. Summative assessments can help to determine what learning has occurred and motivate engagement. Grades can inadvertently reinforce power hierarchies in the classroom. Place-based inquiry projects fundamentally can and should shift power from the teacher to the students. Teacher-led assessments take some of that power away. Peer assessments come closer to supporting the power shift. Adjusting students' proposed grades is subject to the same biases as traditional grading approaches. Similarly, students of some identities may be more likely to give themselves high performance ratings.