ABSTRACT
This chapter provides a conceptual overview of why, or why not, to assess inquiry projects. It surveys axes of possible assessment related to the Next Generation Science Standards, student engagement, psychosocial context, and human development. It discusses the value of formative and summative assessments for inquiry projects and the power dynamics inherent to assessment via grading. Last, the chapter offers guidance on transitioning away from grades toward student-centered reflection and feedback and offers guidance on using rubrics and self-evaluation activities to support equitable assessment.
