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I'm intrigued by the possibility that accepting "getting it less wrong" as a target needn't commit one to believe in "getting it right."  Getting it less wrong seems like an open-ended target, one that responds to problems and possibilities of the past, present, and future.  Getting it right seems to bring striving and exploration to an end/point/bullseye.  To take the work out of time in a sense.

My question is whether it's necessary or useful to talk about assessing inquiry skills in a formal ed. context.  In informal ed contexts, "assessment" is evolution -- it is what happens as a result of one's inquiries.  When we symbolize what happens in terms of "assessment mechanisms," isn't something really important lost in translation, and don't we take on problems that block future efforts to get it less wrong?