Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most compulsory education (K-12) curricula and a critical competence for both professional career readiness and effective citizenship. A widely accepted framework for assessing individual students' PS competence at large scale is PISA 2012 Problem Solving Framework (PSF). Nevertheless, PISA 2012 PS competence assessment is primarily summative (one-off assessment) and disconnected from the daily school science teaching practice. Within this context, the aim of this paper is to address this issue by proposing a framework for incorporating assessment tasks of PISA 2012 PSF to the various phases of an inquiry teaching model. This framework sets the ground for supporting domain specific assessment of students' problem solving competence during day-to-day school science teaching practice. [For the full proceedings, see ED562093.]