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?“What happens next?”
is what happens next.(Student led assessment)
Pam Hook
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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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], give reasons why and make a
generalisation (overall I think).
I can identify several relevant
similarities and differences between [X]
and [Y] and give reasons why.
I can identify several relevant
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 …….
My next step is to ……..
HOT Compare Contrast Map
Effective Strategy:
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?
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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 …….
My next step is to ……..
HOT Evaluate Map
Effective Strategy:
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St Thomas’ School, Kohimaramara
St Leos School, Devonport
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?
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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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Newmarket Primary School
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?5. Feed Forward and SOLO:
Identify what happens next steps
… and act on them
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?
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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