Shirdel Pour, Maryam2025-04-302025-04-302025https://hdl.handle.net/1828/22063This research explores the impacts of teachers’ perceptions of assessment and the role of assessment practices in inquiry-based learning among K-12 teachers in Victoria, British Columbia (BC), Canada. Drawing upon constructivist theory, this qualitative phenomenological study aimed to better understand how a small group of K-12 teachers in Victoria described their assessment practices within an inquiry-driven and highly personalized learning environment. Additionally, I explored the challenges they faced in implementing inquiry-based assessments. Using snowball sampling, I collected data through semi-structured interviews and a focus group meeting with nine middle and high school inquiry-based teachers. Additionally, I gathered assessment documents and analyzed the data using an inductive approach. The findings suggested that as a student-centred learning design, inquiry-based learning honors students’ autonomy by creating personalized learning experiences. Inquiry-based learning can motivate students and foster their critical thinking skills. Moreover, teachers’ beliefs and their past experiences were identified as influential factors in embracing inquiry-based learning. The findings also showed that assessment practices were perceived as an ongoing, integrated process in which students have a voice. Although the interdisciplinary nature of inquiry-based learning is supported by the BC redesigned curriculum, challenges remain, including the persistence of product-focused assessment and gaps in competency-based frameworks. Factors such as class size, institutional alignment, and teacher education programs influence the implementation of inquiry-based learning, highlighting the need for professional development and a strong support network.enAvailable to the World Wide WebAttribution-NonCommercial 4.0 InternationalAssessment practicesInquiry-based learningInquiry-based assessmentStudent agencyPersonalized learningThesis