Development of a Framework for Assessing Scientific Inquiry in Primary Classrooms

Thesis Abstract

This study addresses the persistent gap in reliable, classroom-based assessment of scientific inquiry among primary students, aiming to develop and validate a comprehensive Framework for Assessing Scientific Inquiry (FASI) that captures the multifaceted nature of inquiry processes, products, dispositions, and contextual influences. The objective is to (1) delineate the constructs and indicators of scientific inquiry appropriate for primary classrooms, (2) itemize valid and reliable assessment instruments across cognitive, behavioral, and affective dimensions, (3) establish a coherent scoring model integrating performance tasks, observation rubrics, and teacher judgments, (4) evaluate the framework’s reliability and validity across diverse school contexts, and (5) provide practical guidance for teachers and policymakers on implementing ongoing assessment of inquiry learning. Grounded in constructivist and situated learning theories, particularly the dual-process model of scientific reasoning and the science as practice perspective, the framework draws on Bandura’s self-efficacy theory to examine inquiry dispositions and on Vygotsky’s sociocultural approach to interpret classroom interactions. The study employs a sequential mixed-methods design conducted in three phases. Phase I comprises a qualitative synthesis of national science curricula, expert panels, and classroom observations (n=40) to identify core inquiry dimensions and observable indicators, culminating in a draft framework and instrument set. Phase II involves quantitative validation in a cross-sectional survey of 28 primary schools, with a stratified sample of 1,200 students in grades 4–6, 60 teachers, and 12 science coaches. Data collection instruments include (a) a Performance-Based Inquiry Assessment (PBIA) comprising hands-on tasks aligned to inquiry cycles (question generation, hypothesis testing, experimentation, data interpretation, and justification), (b) an Classroom Inquiry Observation Protocol (CIOP) for triangulating teacher-student interactions, (c) a Teacher Judgment Rubric for evaluating process-oriented evidence, (d) a Student Attitude toward Inquiry Scale (SAIS) adapted from existing self-efficacy and interest measures, and (e) a Curriculum Alignment Checklist (CAC) to gauge congruence with national standards. Validity will be established through content validity with a panel of five science education experts and pilot testing (n=150). Reliability will be assessed via Cronbach’s alpha for internal consistency, inter-rater reliability (ICC) for the PBIA and CIOP, and test-retest stability over a two-week interval. Phase III employs advanced analyses to test the framework’s measurement properties and theoretical relationships. Structural equation modeling (SEM) will assess the convergent and discriminant validity of the FASI constructs, while multi-group SEM will explore invariance across gender, grade level, and school type. Regression analyses will examine the predictive validity of inquiry dispositions (SAIS) and instructional quality (CAC) on PBIA performance, controlling for prior achievement. Thematic analysis of classroom observations and teacher interviews (n=24) will illuminate contextual moderators (curriculum resources, professional development exposure, and classroom socio-economic context) and refine the framework’s indicators. Expected findings indicate that an integrated framework combining cognitive performance tasks, process-oriented observations, and disposition measures offers superior validity for capturing primary students’ scientific inquiry capabilities compared with single-method approaches. It is anticipated that higher-quality instructional practices and stronger inquiry dispositions will be positively associated with PBIA scores, and that curricular alignment will moderate these relationships. The study expects to establish reliable subscales for each dimension of inquiry (Questioning and Planning, Experimental Design, Data Analysis and Interpretation, Argumentation and Justification, and Inquiry Attitudes) with acceptable model fit indices (CFI > . Ninth, RMSEA < .06, SRMR < .08) and demonstrate measurement invariance across subgroups. The contribution to knowledge includes (a) a rigorously developed, contextually valid framework for assessing scientific inquiry in primary classrooms, (b) an empirically validated instrument suite and scoring model adaptable to diverse educational settings, (c) empirical evidence on the relationship between instructional quality, student dispositions, and inquiry performance, and (d) practical guidance for teachers and policymakers on implementing formative and summative inquiry assessment aligned with national standards. The study concludes that reliable assessment of scientific inquiry in early grades requires an integrated, multi-method framework that recognizes inquiry as an emergent, context-dependent competence. Recommendations include scalable professional development for teachers in inquiry-based assessment, iterative refinement of PBIA tasks to reflect local resources, and the adoption of the FASI as part of a broader assessment-for-learning strategy to improve science learning outcomes.