Collaborative Inquiry Project
Grades 1-12

Project Overview
Project Overview

Educators in this project conducted collaborative inquiry to investigate the big question:
How can we gather valid and reliable evidence of learning to inform our professional judgement to determine a grade?   They developed specific, focussed inquiry questions related to the Theory of Action and are sharing the results of their ongoing professional learning on this site.

Project Description

Project Description
Seven boards participated in the first year of the project, and six boards have been added in the second year. Most teams consisted of three teachers, their school administrator, and a board lead. Boards had multiple teams at different grade levels participating and pursuing different questions. Groups met regularly over 8-10 release days and engaged in a cycle of planning, implementing, observing and reflecting together as they worked on their collaborative inquiry. Participants worked with Education Officers from the Assessment and Reporting Unit and from the Field Services Branch.

 

Project Theory of Action:
Year 1 – 2011-2012

If we gather valid and reliable evidence of learning,

  • And if we plan and gather the information in a way that is triangulated and collected over time
  • And if we design rich tasks that are meaningful and aligned with the learning goals and success criteria
  • And if we take steps to ensure that students are partners in assessment
  • And if we reflect deeply on that evidence
  • And if we use the evidence to inform our professional judgements about student learning

Then we can accurately and effectively communicate information about the learning (including determine a grade).

Board-Developed Inquiry Questions:
Click on a question to view more information about the project.

Planning

  • How do we design an effective assessment plan?
  • How do we align the components of an effective assessment plan to accurately capture student learning?
  • How might learning goals, success criteria and descriptive feedback support the development of rich tasks that provide evidence of student learning?

Rich Tasks

Triangulation

Project Theory of Action:
Year 2 – 2012-2013

Work in Progress

Board-Developed Inquiry Questions:

Work in Progress