 While some see inquiry-based teaching as increasingly mainstream, it can be perceived as in conflict with standardized testing common in standards-based assessment systems which emphasise the measurement of student knowledge, and meeting of pre-defined criteria, for example the shift towards "fact" in changes to the National Assessment of Educational Progress as a result of the American No Child Left Behind program.Chu (2009) used a mixed method design to examine the outcome of an inquiry project completed by students in Hong Kong with the assistance of multiple educators.Chu's (2009) results show that the children were more motivated and academically successful compared to the control group.