Assessment capable students

Contents 1 What are assessment capable teachers? 2 What is formative assessment? 3 What are the key attributes of assessment capable students? 4 Using SOLO to make "next step" decisions - Newmarket Primary School

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