Assessment capable students
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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. | ||
| − | | | + | | Share a common model of differentiated learning outcomes. SOLO Taxonomy Levels |
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| 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 | ||
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| − | | 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 | ||
| − | | | + | | Explicit /specific common language of learning. |
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| 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'' | ||
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| − | | | + | | SOLO Taxonomy differentiated levels. SOLO HOT Maps and self assessment rubrics. |
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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'' | ||
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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 HOT Maps and self assessment rubrics.SOLO differentiated thinking skills and strategies. SOLO differentiated e-learning applications and strategies. |
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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}} | ||
Revision as of 23:18, 2 February 2012
Contents |
What are assessment capable teachers?
Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."
Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)
What is formative assessment?
"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."
Wiliam, D. (2011 p43)
What are the key attributes of assessment capable students?
| An Assessment Capable Student ... | Develop capability by ... | Use SOLO Taxonomy to ... | |
|---|---|---|---|
| Knows what quality work looks like. Wiliam 20011 p46 | Examining quality work - examples and models. | Share a common model of differentiated learning outcomes. SOLO Taxonomy Levels | |
| Knowscriteria for quality work. Wiliam 2011 p46. | 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 | |
| Knows how to compare and evaluate their own work against such criteria. Wiliam 2011 p46 | Peer and self assessment |
Share a common model of discriminators for differentiated levels of learning outcomes - SOLO levels for functioning and declarative knowledge. e.g. HOT SOLO Learning Verb Maps and self assessment rubrics. | |
| Provides better information to teachers. Wiliam 2011 p46 | Effective class discussions | Explicit /specific common language of learning. | |
| Holds a concept of quality roughly similar to that held by the teacher. Sadler 1989 | 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 | 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 | 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
