A Systematic Review on Assessment in Inquiry-Based Science Education

Abstract

Despite increased advocacy for the use of inquiry-based learning as part of innovative science teaching in various countries over the last decade, research on the assessment of inquiry-based instruction in science education has lagged, with few assessments being implemented and validated. Furthermore, there appears to be a lack of systematic assessment grouping in inquiry-based science education. This systematic review examines 53 empirical studies published between 1996 and 2022, guided by specific assessment design principles and coded using the existing inquiry-based learning framework to identify and categorize key features of inquiry assessment tasks. Results show that most studies adopted the National Research Council's inquiry framework and used constructed-response items as the dominant assessment form. It was also discovered that most studies assessed inquiry tasks at the exploration, interpretation, conclusion, experimentation, questioning, hypothesis generation, and communication sub-phase level. Finally, most of the inquiry assessments were administered via paper-based testing. However, some of the studies reviewed also delivered inquiry assessments using other platforms, such as computer-based, laboratory-based, and mobile device inquiry. Educational implications for future research include using performance-based assessment to comprehensively assess students' inquiry skills.