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Inquiry Based Portfolio Assessment
Directions: Our goal is to build a framework to support and sustain inquiry‑based curriculum standards within the science department. During the course of this design, the department has attempted to address a number of school contextual factors that might have an impact on this goal. Please indicate the degree to which you believe the artifacts contained in your professional portfolio support the framework to enable you, as an individual teacher, to effectively implement and sustain an inquiry‑based curriculum by answering the following questions.
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- The artifacts provide descriptive standards and measurable goals of the five contextual factors that support the change process
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- The artifacts provide evidence of a developed perspective for the vision and decisions, and create a gauge to analyze the infusion of inquiry‑based practices
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- The artifacts include necessary integrated documents of the departments’ experiences
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- The artifacts were developed based on departmental standards and subject matter, and provide continue reflection
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- The artifacts indicate that all teachers were offered an opportunity to be involved in developing the framework for an inquiry–based learning community
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- The artifacts indicate positive collegial exchange to eliminate barriers of expected knowledge between grade levels
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- The artifacts indicate a process of continuous learning and willingness to transform teaching practices to increase student achievement in science
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- The artifacts present standards focused on the knowledge base of science skills that are transferable across grade levels
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- The artifacts are designed to foster short‑term and long‑term goals
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- The artifacts indicate the opportunity to make better use of teachers’ existing roles and resources and reflect on teaching practices
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- The artifacts indicate that teachers were offered the opportunity to develop professional learning goals, knowledge, skills, and practices to build an inquiry‑based learning community
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- The artifacts indicate integrated ideas and information across grade levels to articulate science skills
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- The artifacts indicate teachers’ ability to modify cookbook labs to fit the inquiry model
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- The artifacts can be used as reflection tools and guided instruction
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- The artifacts indicate the department has reached its goal to build a sustainable framework to support the implementation of an inquiry‑based learning community
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