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“What happens next?” is what happens next. · PDF fileis what happens next. (Student led assessment) ... Learning-the SOLO Taxonomy (1st ed) ... Science Material World

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    ?What happens next?

    is what happens next.(Student led assessment)

    Pam Hook

    [email protected]

    Symposium on Assessment and Learner Outcomes

    1 September 2011 Wellington, New Zealand

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    ?Introduction

    What is feedback?

    What is SOLO Taxonomy?

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    ?A Model of Feedback

    Current

    understandings/

    performances

    Discrepancies can be

    reduced by:

    A desired goal

    TEACHERS STUDENTS

    Provide

    appropriate

    challenging

    and specific

    goals

    Assist

    students to

    reach them

    through

    effective

    feedback

    Increased

    effort and

    employment

    of more

    effective

    strategies

    Abandoning,

    lowering or

    blurring the

    goals

    Hattie Visible Learning 2011 p177

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    ?Current

    understandings/

    performances

    Discrepancies can be

    reduced by:

    A desired goal

    EACH QUESTION WORKS AT FOUR LEVELS

    Feed Up

    Where am I

    going?

    (the goals)

    Feed Back

    How am I going?

    Feed Forward

    Where to next?

    Task Level

    Process Level

    Self-regulation Level

    Self Level

    EFFECTIVE FEEDBACK

    Hatt

    ie V

    isib

    le L

    earn

    ing 2

    011 p

    177

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    ?SOLO Taxonomy - Biggs and Collis 1982

    The Structure of Observed Learning Outcomes

    Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of

    Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.

    Prestructural Unistructural Multistructural Relational Extended Abstract

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    ?

    Waterlea School Mangere Auckland

    1. Why is SOLO useful

    when giving feedback?

    Functioning Knowledge

    Declarative Knowledge

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    ?

    JasonT

    rom

    m1780

    816109_fa

    f9856df1

    _bSOLO and Functional Knowledge

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    ?

    Newmarket Primary School Five Years Old Student

    Highlighted linking words and chose own SOLO symbol

    SOLO and Declarative Knowledge

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    ?Newmarket Primary School

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    ?

    Newmarket Primary School

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    ?

    New

    ma

    rket

    Prim

    ary

    School

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    ?

    Newmarket Primary School

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    ?

    Halsey Drive Primary School

    10 Year Old Students

    Feedback and feedforward

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    ?

    Newmarket Primary School

    6 Year old student

    Define

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    ?Lincoln High School

    Year 12 Student

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    ?

    Lincoln High School

    Year 12 Student

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    ?2. Feed Up and SOLO:

    Identifying learning goals

    Unistructural Define, identify, name, draw, find, label, match

    Multistructural Describe, list, outline, follow a procedure

    Relational Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question

    Extended Abstract

    Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform

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    ?EFFECTIVE STRATEGY

    SUCCESS CRITERIA

    HOT SOLO Describe Map

    DESCRIBE

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    ?

    Lincoln High School

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    ?

    New Zealand CurriculumAchievement ObjectiveScienceMaterial WorldLevel OneProperties and changes of matter- Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled.

    Glenholme School,Rotorua

    Unistructural Define properties.Define physical properties.Define chemical properties.Define materials.Define common material.Define mixture/heating/cooling.Observe mixing/heating/cooling of common materials.

    Multistructural Describe common materials.Describe mixing/heating/cooling of common materials.Describe physical properties of common materials.Describe chemical properties of common materials.

    Relational Sequence the changes when common materials are mixed [heated or cooled].Classify the properties of common materials.Compare & contrast physical and chemical properties of common materials.Compare & contrast the changes that occur when common materials are mixed [heated or cooled].Explain the causes of the changes that occur when common materials are mixed [heated or cooled].

    Extended abstract

    Predict what might happen when common materials are mixed [heated or cooled].Generalise about the changes that occur when common materials are mixed [heated or cooled].Create an action to change a common material by mixing [cooling or heating]

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    Demonstrate understanding of aspects of mechanics, specifically:Distance, speed, interpretation of distance and speed time graphs, average acceleration and deceleration in the context of everyday experiences such as journeys, sport, getting going, etc. The relationships v = &

    Science Department Lincoln High School, Christchurch.

    UnistructuralDefine terms associated with motion distance, speed, velocity, velocity, distance-time graphs, speed-time graphs, acceleration, deceleration

    MultistructuralDescribe the distance, speed, velocity changes of a journeyDescribe distance-time and speed-time graphs.Describe the relationships v = &

    RelationalSequence the distance and speed changes of a journeyCompare & contrast velocity to speedCompare & contrast distance-time graphs to speed-time graphsCompare & contrast acceleration to decelerationAnalyse distance and speed-time graphs

    Extended abstract Predict what might happen to distance and speed time graphs when velocity changes

    t

    d

    t

    v

    a

    t

    d

    t

    v

    a

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    Halsey Drive School

    Student Inquiry

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    ?3. Identifying Effective Strategies

    to Support the Learning Goal

    Functioning Knowledge

    Declarative Knowledge

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    ?

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    ?Newmarket Primary School

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    ?Newmarket Primary School

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    ?

    Halsey Drive School

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    Lincoln High School

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    ?4. Feed Back and SOLO:

    Identify success criteria for the

    effective strategies

    Declarative Knowledge SOLO Rubrics

    Functioning Knowledge SOLO Rubrics

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    ?LI: [define] [content] [context]

    LI: Define the geosphere on the Planet Earth.

    LI: Define Pythagoras Theorum in two and three

    dimensions.

    LI: Define the rights of consumers in NZ society.

    LI: Define artwork from a Maori cultural context.

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    ?Success Criteria for

    DEFINE

    I need help to define X.

    My definition has several relevant

    ideas about X, links these ideas

    and looks at them in a new way.

    My definition has several relevant

    ideas about X and links these ideas.

    My definition has several relevant

    ideas about X.

    My definition has one relevant

    idea about X.

    SOLO Learning Log:

    My definition statement is at a [insert SOLO level]outcome because .

    My next step is to ..

    HOT Define Map

    Effective Strategy:

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    ?

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    ?LI: [compare & contrast] [content] [context]

    LI: Compare & contrast the geosphere and atmosphere on

    Planet Earth

    LI: Compare & contrast a parallel line with a perpendicular

    line.

    LI: Compare & contrast two strategies for profit

    maximisation.

    LI: Compare & contrast examples of traditional and

    contemporary Tuhi Whakaniko (visual art practice).

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    Success Criteria for

    COMPARE & CONTRAST

    I can identify [X] and [Y] but I

    need help to compare them.

    I can identify several relevant

    similarities and differences between [X]

    and [Y],

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