Integrated Learning, Questioning and Assessment

I was having some great discussions with a group of principals (critical friends) yesterday regarding integrated learning and assessment. In particular we are interested in what is meaningful and useful to assess, what we do with that information, how it will inform teaching and parents and be of value to the child. We looked at a number of approaches. At Windsor we have experimented with the knowledge aspect, the skills strand and the application of PRIDE Values.

This year we are exploring the Key Competency of Thinking and in particular the ability of children to explore into their world and the concepts/ contexts we are studying through effective questioning. We have developed a questioning matrix and are looking to see the children develop their ability to ask questions, (closed first) then use the seven servants to broaden their inquiry followed by the use of key words and then the ability to pursue a course of inquiry.

What we have found out along the way is that while children enter school at 5 with non stop questions about their world that these appear to reduce in quantity and quality as they progress through our education system. This is a real concern if their are to be lifelong learners and are act as active rather than passive learners. In fact it appears that the one who asks the most questions in the classroom in school is the teacher....

Do we want children exiting school only able to answer questions (i.e. find the correct answer) or ask their own questions and then explore, inquire and find some solutions?