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Topic

The Importance of K-12 Teachers’ Approaches to Assessment in an Inquiry-Based Educational Setting

Department of Curriculum and Instruction

Date & location

• Thursday, April 17, 2025

• 1:00 P.M.

• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Michael Paskevicius, Department of Curriculum & Instruction, ßÉßɱ¬ÁÏ (Supervisor)

• Dr. Ruthanne Tobin, Department of Curriculum & Instruction, UVic (Member) 

External Examiner

• Dr. Tatiana Gounko, Department of Educational Psychology & Leadership Studies, UVic 

Chair of Oral Examination

• Dr. Paul Schure, Department of Economics, UVic

Abstract

>This research explores the impacts of teachers’ perceptions of assessment and the role of assessment practices in inquiry-based learning among K-12 teachers in Victoria, British Columbia (BC), Canada. Drawing upon constructivist theory, this qualitative phenomenological study aimed to better understand how a small group of K-12 teachers in Victoria described their assessment practices within an inquiry-driven and highly personalized learning environment. Additionally, I explored the challenges they faced in implementing inquiry-based assessments. Using snowball sampling, I collected data through semi-structured interviews and a focus group meeting with nine inquiry-based teachers. Additionally, I gathered assessment documents and analyzed the data using an inductive approach. The findings suggested that as a student-centered learning design, inquiry-based learning honors students’ autonomy by creating personalized learning experiences. Inquiry-based learning can motivate students and foster their critical thinking skills. Moreover, teachers’ beliefs and their past experiences were identified as influential factors in embracing inquiry-based learning. The findings also showed that assessment practices were perceived as an ongoing, integrated process in which students have a voice. Although the interdisciplinary nature of inquiry-based learning is supported by the BC redesigned curriculum, challenges remain, including the persistence of product-focused assessment and gaps in competency-based frameworks. Factors such as class size, institutional alignment, and teacher education programs influence the implementation of inquiry-based learning, highlighting the need for professional development and a strong support network.