READINGS




This report tells how and why the SOLO taxonomy was used in the Reading and Mathematics areas of AsTTle.

  • read Evaluating Teacher Education Students P24 - 26
  • think about whether this can apply to curriculum activity throughout the school
  • how might this influence the way we plan and determine what an individual pupil may have gained? (See the 4 Curriculum Activity)


A classic article from the past - so it wouldn't apply today, right?

Discussion Starters:


Assessment: Alberta Program of Studies


"At the outset of the study, students set clear criteria that is continually revisited and extended throughout the inquiry. Through ownership and involvement in the assessment process, students develop key understandings and skills and become increasingly self-reflective through targeted feedback. Formative assessment involves all participants. Ongoing feedback should be offered to students from teachers, peers, self and experts. Student learning is strongly supported by feedback at all stages of the inquiry and is critical for cultivating deep understanding."

Discussion possibity:
  • if this was statement of intention made by you school, how might this look in practice?
  • might there be minimum schoo-wide expectations?



Curriculum Mapping:

This refers to a movement that attempts to keep track of what has been taught in order to focus on next steps school-wide.
There are many interpretations of this from the simplistic, to those that are vested with commercial interest.

A place to 'dive in' could be this site: Curriculum Mapping

Questions to ask might be:
  • are we doing this under a different banner?
  • aught we do this?
  • what might be the positives/negatives?
  • is the basic notion worthy of thinking about for our school - (and not an add-on)
  • can it assist with the frequently experienced "done that unit, not on to the next..."
  • have we unaligned bits and pieces of this process in place?