Inquire, Assessment of the Ability to

Abstract

To inquire (also spelled enquire) is a term used in both daily life and in education, meaning to investigate or seek information to answer questions. In education, the ability to inquire is relevant in many subject domains, such as history, geography, the arts, as well as science, mathematics, technology, and engineering, when questions are raised, and the skills of generating, collecting, and using data are used in developing understanding. In science, understanding of the natural and made world is developed through using skills such as raising questions, collecting data, reasoning and reviewing evidence in the light of what is already known, drawing conclusions, and commu-nicating results. Although an inquiry is generally initiated by a question, in education the value of the activity is more than finding an answer; it contributes both to the understanding of the " big ideas " that apply beyond the specific event or phenomenon being studied and to the development of skills that enable further learning. Science Inquiry Skills Skills used in scientific investigation and inquiry are identified in slightly different ways in different curricula and standards statements. However, they have much in common and generally include the following: • Asking questions • Generating hypotheses or possible answers • Making predictions • Planning and carrying out investigations • Analyzing and interpreting data • Constructing explanations based on evidence • Evaluating and communicating findings The assessment of the ability to use these skills has to take account of three key points. First is that students have to be using, or given the opportunity to use, the skill in order for their ability to be assessed. Second is that any skill has to be used in relation to some subject matter: there can be no " content-free " skill. Questions and tasks have to be asked about something, observations are made about particular objects and events, and investigations are planned to answer questions about particular phenomena. There has to be some subject matter involved when skills are used and what this is makes a difference to whether skills are used. For example, a student may be able to plan