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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

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