International Journal of Scientific & Engineering Research Volume 11, Issue 6, June-2020 1276 ISSN 2229-5518 IJSER © 2020 http://www.ijser.org Inquiry-Based Formative Assessment in Grade 10 Electricity and Magnetism Rey-Mark G. Basagre Abstract— This developmental and descriptive research using pre-experimental design aimed to develop lessons and determine their effects on student learning using inquiry-based formative assessment for Grade 10 Electricity and Magnetism. It focused on the developed lessons using inquiry-based formative assessment to promote student learning in Electricity and Magnetism, concepts on Electricity and Magnetism developed in the inquiry-based formative assessment process, activities designed by the students to verify their concepts and its effects on students' conceptual understanding. The respondents were the forty (40) Grade 10 students at Central Bicol State University of Agriculture – Laboratory High School SY 2017-2018. Qualitative analysis was used on the developed lessons, on developed concepts on electricity and magnetism, and on the activities designed by the students. Gain score and paired t-test were used to compare the pretest and posttest. The result showed that the develop lessons using inquiry-based formative assessment were on Magnet, Principles of Magnetism, Electric and Magnetic Fields, Current-Carrying conductor, Electromagnetic Induction, Faraday's Law of Electromagnetic Induction, Generators and Electric motors with features namely: competency-based, using inquiry-based formative assessment process, promotes open inquiry activities and collaborative learning. Moreover, these lessons are designed to promote student learning through the process of eliciting prior conceptions, brainstorming of concepts, revising of answers, designing activities, presenting activity results, and verifying their revised answers. Also, the students' concepts are developed and students' designing of the different activities provided an avenue to verify their concepts in electricity and magnetism. There were improvements in students' conceptual understanding, science process skills, metacognitive skills showed by the 10.25 mean gains. Therefore, these lessons aligned to K to 12 Science competencies with an inquiry-based formative assessment process, and that could promote open-inquiry activities that can be used as supplementary instructional resources. Index Terms— Electricity and Magnetism, Formative Assessment, Inquiry-based Instruction, Physics Education ——————————  —————————— 1 INTRODUCTION he 21st century marks a new era in education for it opens myriad of challenges that require the development of sci- entifically literate citizens in countries worldwide. This is brought about by the fast rate increase in population, limited resources, and sophistication of technologies years after years. The basic literacy in and of science becomes one of the base- lines of learning and knowing things, yet the majority of the countries' scientific literacy level is poor based on various in- ternational assessments. The new educational environment requires different ways of crafting the learning experiences as well as new approaches to teaching and assessment. This calls for educational reforms that aim to develop students who have a repertoire of competencies important in the world of work and knowledge-based society. In the Philippines, the government enacted the Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 as the mainstream of the educational system. It is the most com- prehensive basic education reform ever done in the country since the establishment of its educational system more than a century ago. Reforms in educational structure, curriculum, and assessment are significant changes under K to 12 pro- grams. This major educational reform is in response to the urgent and critical need to improve the quality of the coun- try’s educational system. Its new basic education framework puts science content in spiral progression and is organized around situations and problems that challenge and arouse learners to learn and appreciate science. The K to 12 Science Curriculum specifically envisions the development of scientifically, technologically, and environ- mentally literate and productive members of society. It is a reason why science content and science processes are inter- twined in this curriculum. As a whole, K to 12 Science Curric- ulum is a learner-centered and inquiry-based curriculum which recognizes the importance of student’s participation in making judgement and constructing explanations. It is a clear manifestation that this curriculum wanted to develop a learner who is capable of critical thinking, innovation, and creativity. These are a high level of cognitive skills that can be developed using the inquiry process. When students are engaged in in- quiry-based instruction, activities, and assessment, they tend to be more genuine and authentic in constructing their ideas because they have the chance to express and confirm their concept by designing their scientific investigation. Furthermore, a formative approach to assessment is a sig- nificant part of the curriculum reforms concerning the K to 12 curricula. Classroom assessment is one of the daily tasks of a teacher to determine the level of learning of their students and the effect of their instruction, thus formative assessment is emphasized to ensure learning (K to 12 toolkit, 2012). This is also reflected in DepEd Order No. 8 series of 2015 which pro- vides that formative assessment is given greater emphasis than ever. This DepEd Order highlights why formative as- sessment must be done by teachers in their teaching process, how it can be integrated in instruction, and what part of the lesson it can be integrated as an integral part of new curricu- lum implementation. Assessment is often equated with tests and examination that is given at the end of the lesson but this thinking is mis- T IJSER