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Inquiry -based learning differs from traditional classroom teaching in many ways, including the way in which the results of the learning process are assessed. Formal learning processes always include an assessment step, a moment when the following concerns are addressed in some way:
In informal learning , individuals simply learn about whatever interests them, on their own and without formal assessment, although they may consciously or subconsciously notice what kinds of experiences tend to lead to new skills and interesting ideas.
In traditional education , assessment usually involves testing. Students often receive a grade reflecting individual progress, but curriculum issues, such as what to study next and how to study it, are typically decided on behalf of entire groups of learners, rather than individuals.
In formal inquiry-based learning, the learner regularly reflects on what has been learned, what new questions have been raised, and what direction to take next . For example, in the style of inquiry used in these Music Inquiry modules, reflection is a step that takes place at the end of every inquiry cycle, to help prepare for the next cycle. If the inquiry is being guided, the teacher/facilitator may also assess the learner's progress, giving feedback or even grades. However, regardless of whether there is a teacher/facilitator, inquiry-based learning works best when it includes regular, in-depth reflection by the learner about the inquiry itself , because the learner has significant control over the questions that guide the learning process and over the choice of the materials that inform it. The learner is therefore expected to seriously consider such issues as:
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