Tensions over educational assessment and measurement are central to ongoing debates about inquiry-oriented science education. This presentation sheds new light on this issue by (1) reviewing widely-appreciated tensions over assessment of inquiry-oriented vs. more expository science instruction, (2) revisiting these tensions using newer situative views of measurement and assessment, (3) introducing a participatory assessment model that addresses these tensions, and (4) showing how this model was used to foster communal engagement, individual understanding, and aggregated achievement in three design studies of leading technology-based inquiry curricula.
['Daniel T. Hickey', 'Michael K. Filsecker', 'Eun Ju Kwon']
Participatory assessment: supporting engagement, understanding, and achievement in scientific inquiry