“What happens next?”
is what happens next.
(Student led assessment)
Pam Hook
[email protected]
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Symposium on Assessment and Learner Outcomes
1 September 2011 Wellington, New Zealand
Introduction
What is feedback?
What is SOLO Taxonomy?
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A Model of Feedback
Discrepancies can be
reduced by:
Current
understandings/
performances
A desired goal
TEACHERS
Provide
appropriate
challenging
and specific
goals
Assist
students to
reach them
through
effective
feedback
STUDENTS
Increased
effort and
employment
of more
effective
strategies
Abandoning,
lowering or
blurring the
goals
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Hattie Visible Learning 2011 p177
Discrepancies can be
reduced by:
Current
understandings/
performances
A desired goal
Feed Up
Feed Back
Feed Forward
Where am I
going?
(the goals)
How am I going?
Where to next?
EACH QUESTION WORKS AT FOUR LEVELS
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Task Level
Process Level
Self-regulation Level
Self Level
Hattie Visible Learning 2011 p177
EFFECTIVE FEEDBACK
SOLO Taxonomy - Biggs and Collis 1982
The Structure of Observed Learning Outcomes
Prestructural Unistructural Multistructural
Relational
Extended Abstract
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Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of
Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.
1. Why is SOLO useful
when giving feedback?
Waterlea School Mangere Auckland
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Functioning Knowledge
Declarative Knowledge
JasonTromm1780816109_faf9856df1_b
SOLO and Functional Knowledge
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SOLO and Declarative Knowledge
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Newmarket Primary School Five Years Old Student
Highlighted linking words and chose own SOLO symbol
Newmarket Primary School
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Newmarket
Primary School
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Newmarket Primary School
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Newmarket Primary School
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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DESCRIBE
EFFECTIVE STRATEGY
HOT SOLO Describe Map
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SUCCESS CRITERIA
Lincoln High School
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New Zealand Curriculum Unistructural
Achievement Objective
Science
Material World
Level One
Properties and changes
of matter
- Observe, describe, and Multistructural
compare physical and
chemical properties of
common materials and
changes that occur when
Relational
materials are mixed,
heated, or cooled.
Extended
abstract
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Glenholme
School,
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Rotorua
Define properties.
Define physical properties.
Define chemical properties.
Define materials.
Define common material.
Define mixture/heating/cooling.
Observe mixing/heating/cooling of common materials.
Describe common materials.
Describe mixing/heating/cooling of common materials.
Describe physical properties of common materials.
Describe chemical properties of common materials.
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].
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]
Demonstrate understanding of
aspects of mechanics, specifically: Unistructural
Distance, speed, interpretation of
distance and speed time graphs,
average acceleration and
deceleration in the context of
everyday experiences such as
Multistructural
journeys, sport, getting going, etc.
The relationships
v = d & a  v
t
t
Define terms associated with
motion – distance, speed,
velocity, velocity, distance-time
graphs, speed-time graphs,
acceleration, deceleration
Describe the distance, speed,
velocity changes of a journey
Describe distance-time and
speed-time graphs.
Describe the relationships
v
d
v=
& a
t
Relational
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Christchurch.
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Extended abstract
t
Sequence the distance and
speed changes of a journey
Compare & contrast velocity to
speed
Compare & contrast distancetime graphs to speed-time
graphs
Compare & contrast
acceleration to deceleration
Analyse distance and speed-time
graphs
Predict what might happen to
distance and speed time graphs
when velocity changes
Student Inquiry
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Halsey Drive School
3. Identifying Effective Strategies
to Support the Learning Goal
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Functioning Knowledge
Declarative Knowledge
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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
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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Effective Strategy:
HOT Define Map
SOLO Learning Log:
My definition statement
is at a [insert SOLO level]
outcome because …….
My next step is to ……..
Success Criteria for
DEFINE
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.
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I need help to define X.
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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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Effective Strategy:
HOT Compare Contrast Map
SOLO Learning Log:
My compare & contrast
statement is at a [insert
SOLO level] outcome
because …….
My next step is to ……..
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Success Criteria for
COMPARE & CONTRAST
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]
I can identify [X] and [Y] but I
need help to compare them.
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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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Effective Strategy:
HOT Evaluate Map
SOLO Learning Log:
Success Criteria for
EVALUATE
… 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.
My evaluation is at a
[insert SOLO level]
outcome because …….
I can make a claim and give
several relevant reasons and
objections.
My next step is to ……..
I can make a claim and give a
relevant reason and objection.
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I can make a claim but I need help
to give a relevant reason and
objection.
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St Thomas’ School, Kohimaramara
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St Leos School, Devonport
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Effective Pedagogy Rubrics
Written Feedback:
Learning Intention – Where next - Action
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Waterlea School, Mangere
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Newmarket Primary School
5. Feed Forward and SOLO:
Identify what happens next steps
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… and act on them
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SOLO Taxonomy - Biggs and Collis 1982
The Structure of Observed Learning Outcomes
Prestructural Unistructural Multistructural
Relational
Extended Abstract
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Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of
Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.