Or Chapter 4. “How do you design rubrics to accompany the authentic assessment?” Pam Hook

There can be no more authentic task for a five year old than putting your face in the water when learning to swim.

The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is continuously able to monitor the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw on at any given point (Sadler 1989, p.121).

I am enjoying re-reading the chapter I wrote in Designing Quality Authentic Assessments by Tay Hui Yong – Routledge.  So much happens in the day job before a final manuscript arrives as a published book that the un-boxing of an author’s copy always surprises me.

In this book my chapter starts with a favourite quote from Sadler – and continues with an exploration of the summative and formative roles of rubrics.  It then shifts to the use of SOLO Taxonomy as a framework to guide to describe these concepts of quality – using example rubrics designed with the teachers and students I  work with across New Zealand, Australia and the United Kingdom.

The example that makes me smile widely is the SOLO rubric drawn by a 5 year old student in Bridget Cassés class at Edendale School, Auckland New Zealand. I watched as this rubric was drawn – the different levels of learning outcome so earnestly differentiated – using SOLO Functioning Knowledge rubric criteria. They are worthy of more detailed scrutiny.

Prestructural: I cannot put my face in the water Unistructural: I can if I copy what someone else does Multistructural: I can but I sometimes make mistakes Relational: I can do this! AND I can fix any mistakes. Extended abstract: AND I can help teach others how to put their face in the water.


Note: Bridget is co-author of the SOLO Early Years book – Hook, P. and Cassé, B. (2013). SOLO Taxonomy in the Early Years. Making connections for belonging, being and becoming. Essential Resources Educational Publishers Limited. New Zealand.

Extended abstract in Melbourne

by Pam Hook on March 23, 2018

in deep learning

Working with the Department of Education in Victoria has presented a number of adventures over the past three years. I used to think that nothing could trump the DET workshop with “Shrek” attending.

This was until I arrived all ready to present at Melbourne’s grand heritage hotel – The Hotel Windsor – and found myself on the pavement outside a lime green pub with pink elephants on the roof.

It can only be described as an extended abstract experience when you think you are presenting a masterclass at The Windsor Hotel in Melbourne and the taxi driver takes you to The Windsor Castle Hotel in Windsor

The pink elephants were my first clue that I needed to pay more attention – to be more careful in how I described my destination to Melbourne taxi drivers.

Photo attribution – Gary Pope

Tobias and those Danish verbs

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One of the best things about revisiting a place is the opportunity for extended conversation to deepen friendships. Life as a #SOLOTaxonomy jongleur never lacks excitement but its itinerant nature precludes many opportunities for the deeply textured conversations that happen when you sit down with people at the end of each day. Returning to Denmark […]

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Master classes in Melbourne

February 22, 2018

Surface to deep learning with SOLO Taxonomy. “The SOLO Taxonomy (Biggs & Collis 1982) has provided a valuable vehicle to identify and support deep learning opportunities in many NPDL schools. It has shown the relationship between surface and deep learning and the importance of scaffolding learning for both.” I am excited to be returning to […]

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Time to Tag a Teacher

November 18, 2017

Do you know any creative and critical thinkers at your school? Essential Resources are running a “Tag a teacher” competition on their Facebook page. Surprise a colleague with some great professional reading for the summer break.

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Shrek and SOLO Taxonomy

October 26, 2017

    When you run a SOLO workshop at Pakenham Hills Primary School on Tuesday 31st October 2017 you must be open to new adventure.         A reminder that whilst teachers might register for the workshop it is not until they arrive that you have any clear idea of their prior knowledge […]

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A Partridge in a Pear Tree Year

October 5, 2017

Embed from Getty Images Perching in the HookED 2017 Pear Tree 2017 is proving to be a great year for progress in the classroom based use of SOLO Taxonomy. Work has taken me to schools across New Zealand and Australia, and to Denmark and Tonga. My efforts to create meaning with others has resulted in […]

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How to use SOLO Maps

October 2, 2017

I am doubly chuffed to report that the ever fabulous architect and designer Nick Denton has finished the last seven SOLO maps in the “How to … series” – of HookED SOLO Map animations. You can view the 14 SOLO Map animations playlist on my YouTube Channel . This body of work matters – is […]

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SOLO Spidergrams and Holistic Measures of Progress

September 20, 2017

Embed from Getty Images Monitoring holistic AND itemised assessment matters, but to paraphrase Chesterton: “Monitoring both holistic and atomised assessment has not been tried and found wanting; it has been found difficult and left untried.” It is easy to come up with contexts where atomised assessment gives an unrealistic picture of student progress in the […]

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Book Review: Using SOLO Taxonomy to Think Like a Scientist

September 19, 2017

The New Zealand Science Teacher has just published a fabulous review of Using SOLO Taxonomy to Think Like a Scientist: How to develop curious minds with the science capabilities. The modern learning environment is rich with information and opportunities for our students, but it is also a bewildering place of misinformation and pseudo-science. The greatest […]

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