---

Jacqueline Jensen
      Slippery Rock University
Ron Taylor
      Berry College

Assessment in an IBL Classroom

How one person’s abilities compare in quantity with those of another is none of the teacher’s business.  It is irrelevant to his work.  What is required is that every individual shall have opportunities to employ his own powers in activities that have meaning.  Mind, individual method, originality (these are convertible terms) signify the quality    of purposive or directed action.
     - John Dewey from Democracy and Education

In the context of Dewey’s quote, it seems that the use of inquiry ban facilitate giving each student the opportunity to “employ his own powers in activities that have meaning” toward the goal of learning.  In this presentation we propose some answers to the following questions:

Does assessment in an IBL classroom differ from assessment in a lecture style classroom? -

If there is a difference, does it necessarily imply the need for different types of assessment techniques? -or-

Can traditional assessment techniques be used as-is in an IBL classroom? -or-

Can traditional assessment techniques be modified to better serve students in an IBL classroom?

What new assessment techniques can be devised to serve students in an IBL classroom so that their learning in the context of their own meaningful activities is revealed?