Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study

Figures & data

Figure 1. Collaborative action research cycles stages and cycles based on Butler, Schnellert, and Cartier (2013).

Figure 2. Timeline of the IBL approach (based on Pedaste et al. 2015).

Table 1. Mapping the curriculum and assessment module learning outcomes and continuous assessment tasks.

Learning outcome	Description	Assessment
LO1	Demonstrate an appreciation of the role of curriculum studies in teachers’ professional development.	CA1
LO2	Use a range of strategies to support, monitor and assess pupil progress.	CA1, CA2
LO3	Plan coherent, progressive and integrated teaching events and modules,	CA2
LO4	Demonstrate an understanding of contemporary debates about curriculum developments and initiatives in second-level education.	CA1, CA2
LO5	Critically appraise schools as organisations and learning communities.	CA2
LO6	Contribute to curriculum and subject planning in their practice school.	CA2

Table 2. Pre-test and post-test comparison of means (n = 33).

Variable	Mean (SD) Pre	Mean (SD) Post	Δ	z	p
Definition of concepts
Curriculum	58 (.50)	69 (.41)	11	−0.77	.437
Assessment	74 (.45)	88 (.33)	14	−1.23	.215
Syllabus	47 (.51)	84 (.36)	37	−2.77	.005**
Specifications	00 (.00)	22 (.42)	22	−2.17	.030*
Formative assessment	21 (.41)	78 (.42)	57	−3.94	.000**
Summative assessment	26 (.45)	75 (.44)	49	−3.36	.001**
Assessment for learning	21 (.41)	61 (.78)	40	−2.16	.030*
Assessment of learning	26 (.45)	70 (.91)	44	−2.19	.028*
Inquiry-based learning	37 (.49)	81 (.39)	44	−3.17	.001**
Problem-based learning	63 (.49)	91 (.29)	28	−3.24	.001**
Application of concepts to practice
Formative assessment	26 (.45)	78 (.42)	52	−3.59	.000**
Summative assessment	32 (.47)	75 (.44)	43	−3.01	.003**
Assessment for learning	26 (.45)	55 (.93)	29	−1.20	.230
Assessment of learning	32 (.47)	58 (1.09)	26	−0.83	.407
Inquiry-based learning	10 (.22)	50 (.50)	40	−3.24	.001**
Problem-based learning	32 (.47)	47 (.50)	15	−1.063	.288
Analysis of national curriculum
Advantages	84 (.37)	94 (.24)	10	−1.097	.273
Disadvantages	84 (.50)	88 (.33)	4	−0.353	.724

*p ≤ .01.

**p ≤ .001.

Butler, D. L., L. Schnellert, and S. C. Cartier. 2013. “Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents’ Self-Regulated Learning Through Reading.” Education Research International, 1–19. doi:10.1155/2013/845694.

 Google Scholar

Pedaste, M., M. Mäeots, L. A. Siiman, T. de Jong, S. A. N. van Riesen, E. T. Kamp, C. C. Manoli, Z. C. Zacharia, and E. Tsourlidaki. 2015. “Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle.” Educational Research Review 14: 47–61. doi:10.1016/j.edurev.2015.02.003.

 Web of Science ®Google Scholar