I have had many different opportunities both last and this semester to work on creating interesting and engaging activities that are designed to help students learn through inquiry. A lot of thought went into designing different types of assessment that would match up the PLOs listed in the BC integrated resource packages with inquiry activities that would capture the attention of the students. I tried using different formats that would allow the students to use their inquiry skills to learn more about the subjects depending on which aspects they are interested in.

The biggest challenge for me though will be using more diagnostic and formative forms of assessment in inquiry-based teaching. I have always focused more on summative forms of assessment, because it seems like the best opportunity for the students to do inquiry projects that will require them to do formulate questions and do the research to find some sort of solution to their question, while also being involved in thinking about the process that they are going through to find that solution. With that said, I am working on building a collection of different diagnostic and formative assessment strategies that I can use in the classroom to ensure that I am continuously checking on student progress and that they are engaged in their learning.