Professional Documents
Culture Documents
Inquiry Rubric
Inquiry Rubric
Inquiry Rubric
The inquiry study originates The inquiry study originates with the The inquiry study originates with an
with and only meets program of studies but provides some issue, problem, question, exploration or
program of studies opportunities to extend beyond topic that provides opportunities to
expectations. curriculum expectations. create or produce something that
contributes to the world’s knowledge.
The task/s contain/s few The task/s contain/s some separate The task/s require/s a variety of roles or
steps no separate roles are tasks or assigns some roles. perspectives.
assigned.
Students are required to Students are offered a menu of Students are offered a menu of
follow clearly defined approaches organized around the approaches organized around the
approaches to teacher problem, issue or question under problem, issue or question under study
Academic Rigor
generated criteria. study in order to meet specific that use methods of inquiry central to
learning outcomes. the disciplines that underpin the
problem, issue or question
.
The inquiry study The inquiry study encourages The inquiry study encourages students
encourages students to students to find relationships between to develop habits of mind that
memorize and repeat facts. and among concepts in more than encourage them to ask questions of
one subject area • evidence (how do we know what we
know?)
• viewpoint (who is speaking?)
• pattern and connection (what causes
what?)
• supposition (how might things have
been different?)
• why it matters (who cares?)
•
All assessment is done at On-going assessment is On-going assessment is woven into the
the end of the study. conducted on an informal basis design of the inquiry study providing timely
and evaluation is conducted at descriptive feedback and utilizes a range of
logical mid points in the process. methods, including peer and self-
Assessment is used in a limited evaluation. Assessment guides student
way in guiding teacher’s learning and teacher’s instructional
instructional planning. planning.
Assessment
The study provides no The study provides opportunities The study provides opportunities for
opportunities for students for students to reflect on their students to reflect on their learning using
to reflect on their learning. learning using clear criteria clear criteria that they helped to set. The
There are few criteria to established by the teacher. students use these reflections to set
guide the students’ Teacher or parent helps students learning goals, establish next steps and
learning. There is little or set learning goals, establish next develop effective learning strategies.
no evidence of goal setting. steps and develop effective
learning strategies.
Teacher is the only adult Teacher and self-assessment are Teachers, peers, adults from outside the
who assesses the work. used. classroom and the student are involved in
the assessment of the work.
All parameters of the study Parameters & desired outcomes The study requires students to develop
(eg outcomes, due dates, & of the study are set by the organizational and self management skills
expectations) are teacher. Milestones and in order to complete the study
established by the teacher organizational strategies are
prior to commencement of provided for student self-
the study. monitoring.
The study requires mainly Teacher presents the study and The study leads students to acquire and
individual effort, with little students choose group members use competencies expected in high
on-going feed back on & topics from a menu of choices. performance work organizations (eg. Team
performance; the The task could be completed work, problem solving,
expectation for completion independently, but this is not communications, decision making, project
is handing it in. encouraged. management)
Teacher decides which Students and teachers The study requires students to determine
technologies will be used. collaboratively decide which which technologies are most appropriate to
technologies will be used. the task.
Major focus is on The study requires students to The study requires students to conduct
developing skill and fluency conduct research, share research, share information, make
with software applications. information, make decisions, decisions, solve problems, create meaning
solve problems, create meaning and communicate with various audiences
and communicate, mainly inside inside and outside the classroom.
the classroom.
There is limited or no use Students use digital resources. The study makes excellent use digital
of digital resources. resources.
The on-going inquiry study Students have on-going, online Students and parents have on-going, online
is not available online. access to the study as it access to the study as it develops.
develops.
The study requires use of The study permits the use of a The study requires sophisticated use of
word processing, simple wider variety of technology multimedia/hypermedia software, video,
presentation software choices. conferencing, simulation, databases or
and/or internet searching. programming.
generated tasks
The study requires The study requires students to The study requires students to engage in
students to complete a engage in a basic investigation real (authentic) investigations using a
series of teacher- using a variety of sources. variety of media, methods and sources.
constructed activities using
limited resources
The study requires The study requires students to The study requires students to
students to communicate communicate what they are communicate what they are learning with a
what they are learning with learning in a presentation to variety of audiences through presentation or
a presentation to teacher classroom audience exhibition
audience (ie handing in as
an assignment)
Students hear or read The study involves speakers or The study requires students to observe and
Connecting with Expertise
about relevant information interviews with experts outside interact with adults with relevant expertise
only from the teacher, or the classroom. and experience in a variety of situations.
resources provided by the
teacher.
Students have limited, or Guest speakers, other teachers, The study requires students to work closely
no, access to experts older students or other adults are with and get to know at least one adult
available in a limited, perhaps other than their teacher.
one-shot way.
The task is designed by the The task is designed by the The task is designed by the teacher in
teacher in isolation (without teacher in consultation with collaboration with expertise, either directly
input of external expertise). expertise, either directly or or indirectly. The inquiry requires adults to
indirectly regarding the topic of collaborate with one another and with
inquiry. students on the design and assessment of
inquiry work.
The task dictates the form of Students have limited opportunities Students have opportunities to
expression that students may to choose forms of expression and choose forms of expression
use. Students have little to reflect on what media would best appropriate to the task (e.g.
opportunity to reflect on how the communicate their message. PowerPoint, iMovie, tableaux, mime,
selected medium enhances their puppet show, readers’ theater, drum
message. solo, interpretive dance, debate,
etc.). and to reflect on the impact of
their choices.
The inquiry requires students to The inquiry requires students to The inquiry provides opportunities
communicate what they are communicate what they are learning for students to communicate what
learning to a teacher audience with a classroom audience. they are learning with a variety of
(i.e. handing it in as an audiences.
assignment).