Written by International Reading Association, Inc. and the National Council of Teachers of English in Standards for the Assessment of Reading and Writing. Delaware: IRA.2010. pp 1-7.
For many years, a transmission view of knowledge, curriculum, and assessment dominated and appeared to satisfy our social, political, and economic needs. Knowledge was regarded as a static entity that was "out there" somewhere, so the key educational question was, How do you get it from out there into students' heads? The corollary assessment question was, What counts as evidence that the knowledge really is in their heads? In a transmission view, it made sense to develop educational standards that specified the content of instruction before developing assessment procedures and engagements.In the 1920s, notions of the basic purposes of schooling began to shift from an emphasis on the transmission of knowledge to the more complex nurturing of independent and collaborative learning and of problem solving. This shift has gained increasing prominence in today's postindustrial society, with its everexpanding, need for workers with strong communication skills and dispositions toward problem solving and collaborating. A curriculum committed to independent learning is built on the premise that inquiry, rather than mere transmission of knowledge, is the basis of teaching and learning. This shift from knowledge transmission to inquiry as a primary goal of schools has important implications for assessment. In a knowledge-transmission framework, tests of static knowledge can suffice as assessment instruments.
Students are the participants who are primarily accountable (either they have the knowledge or they don't), with teachers held accountable next. Policymakers, including school board members, trustees, or regents, are the primary recipients of assessment data. An inquiry framework changes the role of assessment and the roles of the participants. Within this framework, assessment is the exploration of how the educational environment and the participants in the educational community support the process of students as they learn to become independent and collaborative thinkers and problem solvers.
This exploration includes an examination of the environment for teaching and learning, the processes and products of learning, and the degree to which all participants-students,teachers, administrators, parents, and board members-meet their obligation to support inquiry. Such assessments examine not only learning over time but also the contexts of learning.Inquiry emphasizes different processes and types of knowledge than does knowledge transmission. For example, it values the ability to recognize problems and to generate multiple and diverse perspectives in trying to solve them.
An inquiry stance asserts that while knowledge and language are likely to change over time, the need for learners at all levels (students, teachers, parents, administrators, and policymakers) who can solve new problems, generate new knowledge,and invent new language practices will remain constant. An inquiry perspective promotes problem posing and problem solving as goals for all participants in the educational community. For example, inquiry values the question of how information from different sources can be used to solve a particular problem. It values explorations of how teachers can promote critical thinking for all students. And it raises the question why our society privileges the knowledge and cultural heritage of some groups over others within current school settings.
Inquiry the needs of a multicultural society in which it is essential to value and find strength in cultural diversity. It also honors the commitment to raising questions and generating multiple solutions. Various stakeholders and cultural groups provide different answers and new perspectives on problems. Respecting difference among learners enriches the curriculum and reduces the likelihood of problematic curricular narrowing.
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