This document comprises four papers from a symposium on using an inquiry-based observation tool for assessing teaching and learning on various educational levels. The first paper, "Introduction, and Overview and Use of the Tool for K-12 Science, Mathematics, and Technology Program Evaluation" (M. Jean Young), presents an overview of the tool including a review of the literature, a discussion of how the tool was edited and revised through extensive use, and a brief description of training others to use the tool. The second paper, "Using an Inquiry-based Observation Tool for Assessing Quality of K-8 Staff Development Program in Science and Mathematics" (Belle Brett), examines the Teachers' Academy for Mathematics and Science in Chicago, an independent institution focusing on the professional development of Chicago's public school elementary teachers, specifically in the area of science and mathematics, and its "Intensive Teacher Enhancement" strand. This strand, only one of several designed to promote systematic reform in science and mathematics in Chicago's schools, is a 3-year inservice program in mathematics and science. The third paper "Using an Inquiry-Based Observation Tool to Identify Effective Components of a University Course" (Nancy Lemire), describes a project using the Classroom Observation Protocol for Inquiry-based Teaching and Learning tool to determine if the behaviors associated with inquiry-based teaching and learning were present in a college course entitled "Critical Thinking." The fourth paper, "Using an Inquiry-based Observation Tool for Benchmarking in a Corporate Educational Department" (Susan E. Squires) describes adaptation of the protocol for use in evaluating a course for human resources specialists. Data gathering forms, along with instructions for completing the form and analyzing data, are included. (ND)