“What happens next?” is what happens next. · is 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

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_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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Halsey Drive Primary School

10 Year Old Students

Feedback and feedforward

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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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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.


ideas about X and links these ideas.


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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?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], give reasons why and make a

generalisation (overall I think).


similarities and differences between [X]

and [Y] and give reasons why.


similarities and differences between

[X] and [Y]

I can identify one relevant similarity

and difference between [X] and [Y]

SOLO Learning Log:

My compare & contrast statement is at a [insert SOLO level] outcome because …….


HOT Compare Contrast Map

Effective Strategy:

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?LI: [evaluate] [content] [context]

LI: Evaluate the impact of human activities on the

hydrosphere.

LI: Evaluate the advantages of being a sole trader over

working in a partnership.

LI: Evaluate the influence of European compositional

practices on Maori 19th Century art.

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Success Criteria for

EVALUATE

I can make a claim but I need help

to give a relevant reason and

objection.

… and provide evidence, and

judge overall support for reasons

and objections and make an

overall evaluation of the claim.

… and explain why they are

relevant reasons and objections to

the claim.

I can make a claim and give

several relevant reasons and

objections.

I can make a claim and give a

relevant reason and objection.

SOLO Learning Log:

My evaluation is at a [insert SOLO level] outcome because …….


HOT Evaluate Map

Effective Strategy:

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St Thomas’ School, Kohimaramara

St Leos School, Devonport

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?Written Feedback:

Learning Intention – Where next - Action

Effective Pedagogy Rubrics

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Waterlea School, Mangere

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?5. Feed Forward and SOLO:

Identify what happens next steps

… and act on them

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