The Experiences of Teachers Embracing Inquiry-Based Learning and a Need for Renewed Assessment Practices

• In Event: Centering Teachers as Essential Components of the Learning Environment

Abstract

The influence of active learning environments that offer abundant and targeted feedback on learners’ performance has been highlighted in the research (Walker et al., 2021). Learning design practices need to be adjusted to meet the demands of these environments. One possible solution to this call is inquiry-based learning. Drawing upon constructivist theory, this qualitative phenomenological study aspired to recognize the impacts of teachers’ approaches to assessment and the importance of assessment practices in inquiry-based settings. Using snowball sampling, nine teachers were interviewed, and an inductive analysis was used to interpret the data. The initial findings highlight the notion of empowering students through agency, considering assessment as a tool for supporting learners, and emphasizing the necessity of reimagining assessment practices.

Authors

• Maryam Shirdel Pour, University of Victoria

• Michael Paskevicius, University of Victoria