Chapter 8: Assessing Learning from Inquiry Science Instruction

Measuring learning from science inquiry instruction has benefitted from the development of powerful technology-enhanced curriculum materials that feature scientific visualizations and embedded assessments. We review current assessment practices to measure students’ higher order thinking in science and discuss promising approaches. We describe how the knowledge integration framework can inform the design of curriculum, assessments, and professional development to support complex scientific thinking. We conclude with recommendations for effective assessment practices and implications for future research.

Reforms in science education emphasize the importance of teaching and learning through scientific inquiry, where students engage in complex thinking as they construct their own understanding. Assessing this form of learning requires new measures aligned with instruction (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996, 2001) and consistent with advances in understanding of student learning (Bransford, Brown, & Cocking, 2000). Assessments need to measure students’ deep understanding of complex science topics and their ability to use the scientific inquiry processes in support of their learning.