Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

Abstract

Due to the COVID-19 pandemic, students were suddenly required to complete their assessments online. Higher education (HE) institutions and instructors likewise were suddenly forced to ensure competency achievement among students online. At many (HE) institutions, competency-based learning is mandatory. Approaching online assessment through online competency-based performance assessment is crucial to achieving institutions’ expectations. Online competency-based performance assessment is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and students to involve themselves at a deeper level of instruction through differentiated activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based learning principles, performance assessment, and IBL. In the initial stage, it is proposed to design differentiated IBL activities following the task description, considering the required competencies to be achieved. The final stage is tackling it as an assessment framework that focuses on performance for final summative purposes.

Stakeholders’ Perspectives of Early Childhood Education Language and Literacy Laboratories in the United Arab Emirates

“…LLLs were considered useful for assessments in ways that could enhance the diversity of learning among ECE learners through inquiry-based learning (AlShamsi, 2022(AlShamsi, , 2023. Language assessments are challenging areas for teachers as they often rely on traditional approaches that may not be pragmatic.…”

“…LLLs would be useful in solving inquiry-and problem-based aspects of learning (AlShamsi, 2022(AlShamsi, , 2023 and for the development of cognitive and metacognitive abilities in young children (AlShamsi, 2021). For example, when the LLLs are embedded within the lessons, practical learning is enabled.…”

Lived Experiences in Performance Assessments: From the Lens of the Students in Technical Vocational Livelihood Senior High School

“…Performance-based evaluations should motivate students to learn outside of the classroom, whether they include writing or the use of psychomotor skills. As a result, an assessment could not be so much the conclusion or pinnacle of learning as it is the start of interaction with a newly discovered field of interest [24,25].…”