Refining Inquiry with Multi-Form Assessment: Formative and summative assessment functions for flexible inquiry

Abstract

This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry.

Keywords:

• Inquiry
• Assessment
• Case Study
• K-12

Acknowledgements

We remain grateful to the teacher and students who participated in the study, the principal who supported and advocated for it, as well as to our colleagues who contributed to this effort, including Jess Rowell, C. J. Thompson, Nadia Bruner, Andrew Ginakis, Susan Hutchison, and Carlos Monroy.

Notes

1. Chessin and Moore (2004) characterize an alternative 6E model that adds cross-cutting ‘e-search’ as a sixth step with the goal of integrating technology-enhanced activities but no empirical studies address this model.