2023 Volume 47 Issue 2 Pages 75-82
Performance assessment is a general term for assessment methods that require students to master and use knowledge and skills. This paper examines how we can use performance assessment in science education, especially in “inquiry-based learning”, based on a literature review and collaborative research with school teachers. When teaching “inquiry-based learning”, assessment is based on various kinds of evidence generated by students, such as data, results, and discussion of experiments and surveys. In the assessment process, portfolios are useful for systematically organizing the evidence and for improving teaching and learning. When assessing students’ learning using portfolio assessment, it is important to provide opportunities for learners and teachers to share their perspectives, to edit accumulated materials, and to hold portfolio conferences in order to discuss their accomplishments and upcoming targets. Since there is a variety of “inquiry-based learning”, such as scientific investigations, mathematical explorations, social surveys, service learning, and so on, the students’ learning should be assessed in accordance with the goals of the curriculum. In some schools, teachers use rubrics when assessing “inquiry-based learning”. The use of rubrics is not always necessary; but when we use rubrics, it is important to create the rubrics based on evidence and after repeated discussions among teachers.
