Assessment capable students - Revision history

PamHook: /* What are assessment capable teachers? */

2013-06-30T00:28:40Z

What are assessment capable teachers?

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	== '''What are assessment capable teachers?'''==		== '''What are assessment capable teachers?'''==
−	<blockquote>''Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."''</blockquote><blockquote ~~style="text-align: right"~~>Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)</blockquote>	+	<blockquote>''Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."''</blockquote><blockquote>Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)</blockquote>
		+
	== '''What is formative assessment?''' ==		== '''What is formative assessment?''' ==
	<blockquote>''"An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence."''</blockquote><p style="text-align: right">Wiliam, D. (2011 p43)</p>		<blockquote>''"An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence."''</blockquote><p style="text-align: right">Wiliam, D. (2011 p43)</p>

PamHook: /* Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria */

2013-06-30T00:26:47Z

Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria

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	\|}		\|}

−	== '''~~Thinking about developing~~ assessment capable students using SOLO ~~differentiated learning intentions and success criteria~~''' ==	+	== '''Developing assessment capable students using SOLO Taxonomy''' ==

−	'''Using SOLO to differentiate learning intentions and success criteria:'''	+	'''Using SOLO to differentiate learning intentions and success criteria:''' so that students know what quality work looks like, know the criteria for quality work and know how to compare and evaluate their own work against such criteria. See Wiliam 2011 p46
		+
		+	'''Step 1: Identify the type of knowledge involved''' – Functioning Knowledge (FK) or Declarative Knowledge (DK)

−	~~'''Step 1:''' Identify the type of knowledge involved – Functioning Knowledge (FK) or Declarative Knowledge (DK)~~
	Functioning Knowledge – actions, performance or doing things –		Functioning Knowledge – actions, performance or doing things –
	Example functioning knowledge verbs: ''plan, design, select, interview, question, collaborate, reflect, apply, listen, solve, use, mix, measure, observe, throw, share, etc.''		Example functioning knowledge verbs: ''plan, design, select, interview, question, collaborate, reflect, apply, listen, solve, use, mix, measure, observe, throw, share, etc.''
		+
	Declarative Knowledge – descriptive (written or oral) – writing about or telling about things -		Declarative Knowledge – descriptive (written or oral) – writing about or telling about things -
	Example declarative knowledge verbs: ''define, describe, sequence, classify, compare and contrast, explain causes, explain consequences, analyse, predict, generalise, evaluate''		Example declarative knowledge verbs: ''define, describe, sequence, classify, compare and contrast, explain causes, explain consequences, analyse, predict, generalise, evaluate''

−	'''Step 2:~~'''~~ Identify the learning intention involved.	+	'''Step 2: Identify the learning intention involved.'''
		+
	Every learning intention has a similar structure [verb (FK or DK)] [content] [context]		Every learning intention has a similar structure [verb (FK or DK)] [content] [context]

−	'''Step 3:~~'''~~ Identify the SOLO level of the learning intention.	+	'''Step 3: Identify the SOLO level of the learning intention.'''
−	Each learning verb can be loosely aligned to the SOLO level of the intended learning outcome. For example a verb used to bring in ideas sits at the multistructural level. A verb used to connect or relate ideas sits at the relational level. A verb used to extend ideas or look at the ideas in a new way sits at the extended abstract level. Some examples of this alignment can be seen in the [http://pamhook.com/solo-apps/learning-intention-generator/\|HookED Constructive alignment tool – Learning intention generator.]	+
		+	Each learning verb can be loosely aligned to the SOLO level of the intended learning outcome. For example a verb used to bring in ideas sits at the multistructural level. A verb used to connect or relate ideas sits at the relational level. A verb used to extend ideas or look at the ideas in a new way sits at the extended abstract level.
		+
		+	Some examples of this alignment can be seen in the [http://pamhook.com/solo-apps/learning-intention-generator/\|HookED Constructive alignment tool – Learning intention generator.]
		+
		+	'''Step 4: Identify the success criteria needed.'''
		+
		+	Choose the most appropriate success criteria for the learning task. Not all tasks require multiple differentiated success criteria.
		+
		+	For example, does your task require:

−	~~'''Step 4:''' Identify the success criteria needed.~~
−	~~Choose the most appropriate success criteria for the learning task. Not all tasks require multiple differentiated success criteria. For example, does your task require:~~
	*One learning intention with one success criterion.		*One learning intention with one success criterion.
	*One learning intention with different success criteria that are addressed as the lesson progresses – these success criteria can be differentiated against SOLO outcomes		*One learning intention with different success criteria that are addressed as the lesson progresses – these success criteria can be differentiated against SOLO outcomes

PamHook: /* What are the key attributes of assessment capable students? */

2013-06-30T00:19:22Z

What are the key attributes of assessment capable students?

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	\| Share a common model of differentiated learning outcomes. SOLO Taxonomy Levels		\| Share a common model of differentiated learning outcomes. SOLO Taxonomy Levels
	\|-		\|-
−	\| Knows'''criteria''' for quality work. ''Wiliam 2011 p46.''	+	\| Knows '''criteria''' for quality work. ''Wiliam 2011 p46.''
	\| Participate in the development of WALT and IALT statements and success criteria.		\| Participate in the development of WALT and IALT statements and success criteria.
	\| Share a common model of discriminators for differentiated levels of learning outcomes - SOLO levels for functioning and declarative knowledge		\| Share a common model of discriminators for differentiated levels of learning outcomes - SOLO levels for functioning and declarative knowledge
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	\|}		\|}
−

	== '''Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria''' ==		== '''Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria''' ==

PamHook: /* Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria */

2013-06-30T00:16:37Z

Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria

← Older revision		Revision as of 00:16, 30 June 2013
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	*Several unrelated learning intentions for different groups within a class each with single or multiple success criteria		*Several unrelated learning intentions for different groups within a class each with single or multiple success criteria

−	For examples of this process download the HookED SOLO Learning Intentions and Success Criteria Resource	+	For examples of this process download the HookED SOLO Learning Intentions and Success Criteria Resource [[File:HookED_SOLO_learningintentions_successcriteria.pdf]]

	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==

PamHook: /* Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria */

2013-06-30T00:08:56Z

Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria

← Older revision		Revision as of 00:08, 30 June 2013
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	== '''Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria''' ==		== '''Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria''' ==
−
−	~~'''SOLO Taxonomy: A model for differentiated learning outcomes'''~~
−
−	~~Prestructural, Unistructural, Multistructural, Relational, Extended abstract.~~
−
−	~~No Idea> Idea> Ideas> Related Ideas> Extended Ideas~~
−
−	~~Surface > Deep> Conceptual Understanding~~
−

	'''Using SOLO to differentiate learning intentions and success criteria:'''		'''Using SOLO to differentiate learning intentions and success criteria:'''

PamHook: /* Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria */

2013-06-30T00:07:56Z

Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria

← Older revision		Revision as of 00:07, 30 June 2013
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	*One learning intention broken down into several subsidiary learning intentions - each subsidiary learning intention with its own single or multiple success criteria.		*One learning intention broken down into several subsidiary learning intentions - each subsidiary learning intention with its own single or multiple success criteria.
	*Several unrelated learning intentions for different groups within a class each with single or multiple success criteria		*Several unrelated learning intentions for different groups within a class each with single or multiple success criteria
		+
		+	For examples of this process download the HookED SOLO Learning Intentions and Success Criteria Resource

	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==

PamHook: /* What are the key attributes of assessment capable students? */

2013-06-30T00:00:51Z

What are the key attributes of assessment capable students?

← Older revision		Revision as of 00:00, 30 June 2013
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	\|}		\|}
		+
		+
		+	== '''Thinking about developing assessment capable students using SOLO differentiated learning intentions and success criteria''' ==
		+
		+	'''SOLO Taxonomy: A model for differentiated learning outcomes'''
		+
		+	Prestructural, Unistructural, Multistructural, Relational, Extended abstract.
		+
		+	No Idea> Idea> Ideas> Related Ideas> Extended Ideas
		+
		+	Surface > Deep> Conceptual Understanding
		+
		+
		+	'''Using SOLO to differentiate learning intentions and success criteria:'''
		+
		+	'''Step 1:''' Identify the type of knowledge involved – Functioning Knowledge (FK) or Declarative Knowledge (DK)
		+	Functioning Knowledge – actions, performance or doing things –
		+	Example functioning knowledge verbs: ''plan, design, select, interview, question, collaborate, reflect, apply, listen, solve, use, mix, measure, observe, throw, share, etc.''
		+	Declarative Knowledge – descriptive (written or oral) – writing about or telling about things -
		+	Example declarative knowledge verbs: ''define, describe, sequence, classify, compare and contrast, explain causes, explain consequences, analyse, predict, generalise, evaluate''
		+
		+	'''Step 2:''' Identify the learning intention involved.
		+	Every learning intention has a similar structure [verb (FK or DK)] [content] [context]
		+
		+	'''Step 3:''' Identify the SOLO level of the learning intention.
		+	Each learning verb can be loosely aligned to the SOLO level of the intended learning outcome. For example a verb used to bring in ideas sits at the multistructural level. A verb used to connect or relate ideas sits at the relational level. A verb used to extend ideas or look at the ideas in a new way sits at the extended abstract level. Some examples of this alignment can be seen in the [http://pamhook.com/solo-apps/learning-intention-generator/\|HookED Constructive alignment tool – Learning intention generator.]
		+
		+	'''Step 4:''' Identify the success criteria needed.
		+	Choose the most appropriate success criteria for the learning task. Not all tasks require multiple differentiated success criteria. For example, does your task require:
		+	*One learning intention with one success criterion.
		+	*One learning intention with different success criteria that are addressed as the lesson progresses – these success criteria can be differentiated against SOLO outcomes
		+	*One learning intention broken down into several subsidiary learning intentions - each subsidiary learning intention with its own single or multiple success criteria.
		+	*Several unrelated learning intentions for different groups within a class each with single or multiple success criteria

	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==

PamHook at 04:53, 3 February 2012

2012-02-03T04:53:15Z

← Older revision		Revision as of 04:53, 3 February 2012
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	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==
	{{#widget:YouTube\|id=dV6Dmm7X4Eg}}		{{#widget:YouTube\|id=dV6Dmm7X4Eg}}
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		+	{{HookEDwiki navbar}}

PamHook at 23:22, 2 February 2012

2012-02-02T23:22:32Z

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	\|-		\|-
	\| Is continuously able to '''monitor the quality '''of what is being produced during the act of production itself. ''Sadler 1989''		\| Is continuously able to '''monitor the quality '''of what is being produced during the act of production itself. ''Sadler 1989''
		+	\|
	\| SOLO differentiated success criteria for declarative and functioning knowledge.		\| SOLO differentiated success criteria for declarative and functioning knowledge.
	\|-		\|-
	\| Has a repertoire of '''alternative moves or strategies '''from which to draw at any given point. ''Sadler 1989''		\| Has a repertoire of '''alternative moves or strategies '''from which to draw at any given point. ''Sadler 1989''
−	~~\| SOLO differentiated HOT Maps and self assessment rubrics.SOLO differentiated thinking skills and strategies. SOLO differentiated e-learning applications and strategies.~~
−	\|
	\|		\|
		+	\| SOLO differentiated HOT Maps and self assessment rubrics.SOLO differentiated thinking skills and strategies. SOLO differentiated e-learning applications and strategies.
		+
	\|}		\|}

	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==
	{{#widget:YouTube\|id=dV6Dmm7X4Eg}}		{{#widget:YouTube\|id=dV6Dmm7X4Eg}}

PamHook at 23:18, 2 February 2012

2012-02-02T23:18:49Z

← Older revision		Revision as of 23:18, 2 February 2012
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	\| Knows what '''quality''' work looks like. ''Wiliam 20011 p46''		\| Knows what '''quality''' work looks like. ''Wiliam 20011 p46''
	\| Examining quality work - examples and models.		\| Examining quality work - examples and models.
−	\| ~~<br/>~~Share a common model of differentiated~~ ~~ learning outcomes. SOLO Taxonomy Levels	+	\| Share a common model of differentiated learning outcomes. SOLO Taxonomy Levels
	\|-		\|-
	\| Knows'''criteria''' for quality work. ''Wiliam 2011 p46.''		\| Knows'''criteria''' for quality work. ''Wiliam 2011 p46.''
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	\| Share a common model of discriminators for differentiated levels of learning outcomes - SOLO levels for functioning and declarative knowledge		\| Share a common model of discriminators for differentiated levels of learning outcomes - SOLO levels for functioning and declarative knowledge
	\|-		\|-
−	\| Knows how to '''compare and evaluate''' their own work against such criteria. ''Wiliam 2011 p46 ''	+	\| Knows how to '''compare and evaluate''' their own work against such criteria. ''Wiliam 2011 p46''
	\| Peer and self assessment		\| Peer and self assessment
	\|		\|
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	\| Provides '''better information''' to teachers. ''Wiliam 2011 p46''		\| Provides '''better information''' to teachers. ''Wiliam 2011 p46''
	\| Effective class discussions		\| Effective class discussions
−	\| ~~<br/>~~Explicit /specific common language of learning.	+	\| Explicit /specific common language of learning.
	\|-		\|-
	\| Holds a concept of '''quality''' roughly similar to that held by the teacher. ''Sadler 1989''		\| Holds a concept of '''quality''' roughly similar to that held by the teacher. ''Sadler 1989''
	\|		\|
−	\| ~~<br/>~~SOLO Taxonomy differentiated levels. SOLO HOT Maps and self assessment rubrics.	+	\| SOLO Taxonomy differentiated levels. SOLO HOT Maps and self assessment rubrics.
	\|-		\|-
	\| Is continuously able to '''monitor the quality '''of what is being produced during the act of production itself. ''Sadler 1989''		\| Is continuously able to '''monitor the quality '''of what is being produced during the act of production itself. ''Sadler 1989''
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	\|-		\|-
	\| Has a repertoire of '''alternative moves or strategies '''from which to draw at any given point. ''Sadler 1989''		\| Has a repertoire of '''alternative moves or strategies '''from which to draw at any given point. ''Sadler 1989''
−	\| SOLO differentiated HOT Maps and self assessment rubrics.~~ ~~ SOLO differentiated thinking skills and strategies. SOLO differentiated e-learning applications and strategies.	+	\| SOLO differentiated HOT Maps and self assessment rubrics.SOLO differentiated thinking skills and strategies. SOLO differentiated e-learning applications and strategies.
		+	\|
		+	\|
	\|}		\|}

	== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==		== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' ==
	{{#widget:YouTube\|id=dV6Dmm7X4Eg}}		{{#widget:YouTube\|id=dV6Dmm7X4Eg}}