37f3d2ac_An_INQ_Rubric___INQ___More_Fully_INQ_
[0] Feedback and Increasing Independence ["Experimenting with INQ"] Students have chances to do inquiry, but they are few in number and little feedback is given each time. It is hoped that simple exposure to such things will make them better inquirers. Alternatively, the opportunities for doing inquiry all take place outside of class, without an instructor present – making it difficult for the instructor to gauge if "good inquiry" was done. (There are a lot of bad ways to solve problems that still produce the right answer…) ["More Fully INQ"] 
The course is intentional about getting students to become increasingly better inquirers. Students have multiple chances to test their "INQ mettle". Each time, feedback is provided regarding how they might better attack or explore the problem or issue at hand; how they can be more efficient; how they can avoid non-fruitful paths of investigation; and so on… Also, while students might initially be given some sort of "scaffolding" for their inquiry (perhaps in the form of in-class modeling of good disciplinary thinking, explicit written suggestions for how to proceed, or something equivalent) – the amount of scaffolding provided is gradually reduced over the span of the course.
An INQ Rubric - INQ
"More Fully INQ"