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Rubric Learning Outcomes based on the Structure of Observed Learning Outcomes - SOLO Taxonomy Biggs and Collis 1982
Biggs and Learning outcomes Learning outcomes show Learning outcomes show Learning outcomes show full Learning outcomes go beyond
Collis show unconnected simple connections but connections are made, but connections made, and subject and makes links to
information, no importance not noted. significance to overall synthesis of parts to the other concepts - generalises
organisation. meaning is missing. overall meaning
E.g. “I need help or E.g. “I will have a tilt at it” E.g. I will use trial and error E.g. “I plan to do X because E.g. “I sense what to do to find
direction” to find a solution” it will … I know what to do the best solution …. ”
and why ..”
Swartz and Tacit Aware Strategic Reflective
Perkins
Gordon unconscious conscious incompetence conscious competence unconscious competence
Training incompetence or or or or
unconscious conscious unskilled conscious skilled unconscious skilled
Institute unskilled
Creating a supportive learning environment.
Belonging I know that I interact with my I interact with my students in a I model caring, inclusive and I model caring, inclusive and
interacting with students in a caring way caring way that creates a cohesive interactions with cohesive interactions with my
BES #2. Pedagogical students creates a that creates a learning learning community where my students and explain students and explain why I am
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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practices enable caring supportive community where students feel they belong, know why I am behaving in this behaving in this way so that
classes and other classroom students feel they their contribution is valued, feel way so that they can learn they can learn how they help
learning groupings environment where belong. advantaged by belonging, and how to co-create a learning co-create a learning
to work as caring,
students feel they know they will be missed if they community in our classroom community in our classroom
inclusive, and
belong but I am not I feel a genuine warmth do not attend. where we all feel we belong, where we all feel we belong,
cohesive learning
communities. certain how to for other members of the know we can contribute, know we can contribute, feel
achieve these learning community. There is a genuine warmth feel advantaged by advantaged by belonging, and
interactions with between all members of the belonging, and know we will know we will be missed if we
students. learning community. be missed if we do not do not attend.
attend.
There is a genuine warmth,
There is a genuine warmth, interest and engagement in
interest and engagement in learning between all members
learning between all of the community.
members of the community.
We constantly monitor all
interactions in the community
to inform our future practices
and interactions with the
community.
High
expectations I know that teacher I have high expectations I have high expectations based I have high expectations I have high expectations based
expectations have for the learning on assessment of student based on assessment on student capability for the
linked to been shown to outcomes of my students capability for the learning student capability for the learning outcomes of my
student influence student in my classroom practice outcomes of my students in my learning outcomes of my students in my classroom
capabilities. motivation, but I am and set an appropriate classroom practice and I set an students in my classroom practice and I set an
not confident I know pace for learning. appropriate pace for learning practice and I set an appropriate pace for learning.
BES #1. Quality what “having high However, when it doesn’t work appropriate pace for I set specific, proximal and
teaching is focused expectations” means out I don’t know why my learning. I set specific, hierarchical learning goals. I
on student in terms of my students do not meet my proximal and hierarchical continually seek feedback on/
achievement classroom practice. expectations. learning goals. I continually assessment of my students’
(including social seek feedback on / capabilities so that the high
outcomes) and
assessment of my students’ expectations I hold are
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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“High expectations
are necessary but
not sufficient, and
can be
counterproductive,
when not supported
by quality
teaching.”
Academic norms
are strong and not
subverted by social
norms.
Respect I expect students to I expect students to be I expect students to be I expect students to be I expect students to be
be respectful. respectful of the efforts respectful of the efforts of other respectful of the efforts of respectful of the efforts of
BES#2. Pedagogical of other learners. learners and I respect my other learners and I respect other learners and I respect
practices enable students as learners. my students as learners. I my students as learners. I
classes and other make this explicit to model respectful behaviours
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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Teachers manage
the evaluative
climate so that
academic norms are
not undermined but
supported by social
norms.
Teachers adjust
their teaching to
take account of the
results of
assessment.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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Respect and I expect students to I respect and affirm the I respect and affirm the cultural I respect and affirm the I respect and affirm the
affirm cultural be respectful. cultural and gender and gender identity of my cultural and gender identity cultural and gender identity of
identity of my students to students to optimise educational of my students to optimise my students to optimise
identity optimise educational opportunities and I expect educational opportunities educational opportunities and
(including opportunities and I students to be mutually and I expect students to be I expect students to be
gender expect students to be respectful. I model respectful mutually respectful. I model mutually respectful. I model
identity). mutually respectful. behaviours regarding different respectful behaviours respectful behaviours
cultures and when interacting regarding different cultures regarding different cultures
BES # 3. Effective with students. I am developing and when interacting with and when interacting with
links are created strategies to help them achieve students. I am developing students. I monitor the
between school and this strategies to help them effectiveness of the strategies
other cultural achieve this. I have a range we adopt to help students
contexts in which
of strategies to support this achieve this.
students are
when necessary.
socialised, to
facilitate learning.
Alton-Lee 2003 BES
Quality teaching
respects and affirms
cultural identity
(including gender
identity) and
optimises
educational
opportunities.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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of learning introduce SOLO assessment rubrics to to scaffold differentiated assessment rubrics to self-assessment rubrics in the
outcomes Taxonomy as supplement my existing learning outcomes in my complement differentiated design, implementation and
the common teaching programmes. planning. learning outcomes in the assessment of learning within
language for design, implementation and my teaching practices.
BES # 7. Curriculum goals,
student e.g. I SOLO code my e.g. I SOLO code my learning assessment of learning
resources including ICT
usage, task design, understanding learning intentions intentions (WALT statements) at within my teaching My students and I understand
teaching and school of learning (WALT statements) at the the start of each learning practices. how the SOLO Taxonomy
practices are effectively outcomes. start of each learning experience. I use SOLO coded aligns with and assists
aligned. Alton-Lee 2003 experience The SOLO rubrics as success criteria for I share these SOLO coded teaching and learning and can
BES e.g. Reference coded HOT maps and students. The SOLO coded HOT intended learning outcomes innovate to apply it to new
to learning student self assessment maps and student self and co-create rubrics with situations. I seek student
Whole school alignment outcomes is rubrics used in my assessment rubrics are SOLO coded success criteria feedback about its
enables a common predominately teaching programme in thoughtfully integrated into my with students in a way that effectiveness, and use this
language, teacher based on designing learning teaching program to scaffold helps them understand their feedback to inform my
collaboration and teacher WALT experiences that mainly differentiated learning own learning processes. practice.
reflection and other
statements and reinforce lower cognitive experiences and to unpack
synergies around
there is little skill development questions for learning. HOT e.g. The learning purpose of e.g. Students have ready
improving teaching.
reference to or (unistructural and SOLO coded maps and self HOT SOLO coded learning access to and a complete
BES # 4. Quality teaching is evidence of multistructural learning assessment rubrics are experiences, HOT maps and understanding of
responsive to student SOLO outcomes) relating to the employed throughout the self assessment rubrics and differentiated learning
learning processes. Alton- Taxonomy, content under learning experiences to reinforce questions for learning is outcomes through SOLO
Lee 2003 BES HOT Maps or investigation. both cognitive skill development shared with students in a Taxonomy, and have access to
rubrics in and content understanding manner that provides for HOT mapping, self assessment
Teachers have knowledge student work. across multistructural, relational student understanding of rubrics, and an array of
of the nature of student
and extended abstract levels. their own learning process. learning outcome coded
learning processes in the
Emphasis is placed on questioning, ICTs and thinking
curriculum area, can
interpret student student identification of the interventions. They create
behaviour in the light of differentiated learning their own success criteria
this knowledge and are outcomes within the class using SOLO Taxonomy coded
responsive, creative and and individual learning rubrics. The curriculum for
effective in facilitating experiences. learning is personalised, with
learning processes. the content emerging based
on the needs of the individual
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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learner.
Questioning I need help to I can ask questions that I can ask questions that bring in I can ask questions that link I can ask complex questions
ask a questions bring in one idea relevant more than one idea relevant to information relevant to the that go beyond the subject
BES # 9. Pedagogy and use wait- to the subject and use the subject and use wait-time to subject and use wait-time to and make links to other
promotes learning time to wait-time to promote promote sustained promote sustained concepts and use wait-time to
orientations, student self- promote sustained thoughtfulness. thoughtfulness. thoughtfulness promote sustained
regulation, metacognitive sustained Closed questions – Who, e.g. Describe e.g. thoughtfulness.
strategies and thoughtful thoughtfulness what why, where when Sequence/classify/compare e.g.
student discourse. Alton- and contrast/part whole Generalise/predict/evaluate/c
Lee 2003 BES I can help my students analysis/causal reate/imagine
develop and ask suitable explanation/analogy
Teaching promotes questions that will give I can help my students develop
sustained thoughtfulness
them one piece of and ask suitable questions that I can help my students
(e.g. through questioning
I need help to information in a context will give them different pieces of develop and ask suitable I can help my students
approaches, wait-time,
and the provision of help my that promotes sustained information in different contexts questions that will give develop and ask suitable
opportunities for students thoughtfulness. that promote sustained them different pieces of questions that will give them
application and invention). develop and thoughtfulness. information AND that will different pieces of information
ask suitable help them link ideas in and that will help them link
questions that different contexts that ideas AND will help them
promote promote sustained hypothesise, predict and
sustained thoughtfulness. evaluate in different contexts
thoughtfulness that promote sustained
thoughtfulness.
ICTs as learning I know that When planning my When planning my teaching and When planning my teaching When planning my teaching
interventions using ICTs teaching and learning learning activities I first identify and learning activities I first and learning activities I first
aligned with activities I use ICTs to my learning goals and then identify specific proximal identify specific proximal
curriculum help motivate students to select ICTs to help motivate and hierarchical learning learning goals coded against
goals can achieve learning goals. students to achieve learning goals coded against SOLO SOLO Taxonomy, and then
BES # 7. Curriculum goals, optimise goals. Taxonomy, and then select select ICTs to help motivate
resources including ICT
student However, when the use of ICTs to help motivate students to achieve these
usage, task design,
motivation to these ICTs fails to motivate students to achieve these learning goals. I identify
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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teaching and school achieve students to achieve learning learning goals. I identify success criteria for the use of
practices are effectively learning goals, goals I don’t know how I should success criteria for the use these ICTs that align with
aligned. but I am not do things differently. of these ICTs that align with specific learning outcomes.
confident I specific learning outcomes. I seek student and peer
Curricular alignment: The know how to feedback to better inform the
use of resources, teaching provide these use of ICTs to enhance the
materials and ICT is
opportunities conditions of value for
aligned with curriculum
goals to optimise student
in terms of my identified specific, proximal
motivation and accomplish classroom and hierarchical learning
instructional purposes and practice. outcomes.
goals.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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participants.
Making connections to prior learning and experience.
Links to prior I know that When planning my When planning my teaching and When planning my teaching When planning my teaching
experience that creating teaching and learning learning activities I create links and learning activities I use and learning activities I use
links to real life activities I try to create to real life to help engage students’ prior experience students’ prior experience and
has been links to real life to help students in their learning. and knowledge and real life knowledge and real life
BES # 5. Opportunity to
shown to help engage students in their However, when these links to relevance. I involve relevance. I involve students
learn is effective and
sufficient. Alton-Lee 2003 engage learning. real life fail to engage students I students in co-creating links in co-creating links to real life
BES students in don’t know how I should do to real life and prior and prior experiences to help
their learning, things differently. experiences to help engage engage students in their
Quality teaching but I am not students in their learning learning
recognises and builds on confident I I use student feedback to
students' prior experiences know how to better inform the use of these
and knowledge. create these links in my planning and
links in terms teaching practice.
Curriculum enactment has
of my
coherence,
interconnectedness and classroom
links are made to real life practice.
relevance.
Providing sufficient opportunities to learn
Sufficient I know that I provide opportunities to I provide sufficient opportunities I provide sufficient I provide sufficient
opportunities to providing learn through practice to learn, using a range of opportunities to learn, using opportunities to learn, using a
sufficient and and application to help strategies for practice and a range of strategies for range of strategies for practice
learn appropriate students achieve deeper application to help students practice and application to and application to help
opportunities learning outcomes. achieve deeper learning help students achieve students achieve deeper
BES # 5. Opportunity to to learn helps outcomes. However, when deeper learning outcomes. I learning outcomes. I involve
learn is effective and
students these strategies do not work I involve students in co- students in co-creating their
sufficient.
achieve deeper don’t know how I should do creating their own toolbox own toolbox of strategies for
Students have sufficient learning things differently. of strategies for practice practice and application to
and appropriate outcomes, but I and application to help help them achieve deeper
opportunities for practice am not them achieve deeper learning outcomes. I seek
and application. Alton-Lee confident I learning outcomes. feedback on the effectiveness
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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2003 BES
Teaching as Inquiry.
Continual I am open to I am aware of the value I am aware of the value of I am aware of the value of I am aware of the value of
improvement. learning new of reflecting upon my reflecting upon my teaching and reflecting upon my teaching reflecting upon my teaching
things and teaching and being being critical of areas I could and being critical of areas I and being critical of areas I
improving my critical of areas I could improve. I focus on what is could improve. I think could improve. I am
NZC Effective teaching improve. I attempt to important to my students given strategically about what is committed to continually
Pedagogy. Teaching practice but I focus on what is where their learning is at and important to my students improving my teaching. It is
as inquiry p.35. am not sure important given where trial different strategies given where their learning is just part of how I teach. I
how or where my students are at. (evidence based) that help at and linking these to the continuously reflect on “Is
Focusing Inquiry: What is to start. students learn. strategies (evidence based there something I need to
important (and therefore that are most likely to help change? What are the next
worth spending time on), I am my students learn this. I steps for learning? My
given where my students overwhelmed look at what happened as a teaching practice is based on a
are at by the “new result of the teaching and cycle of planning, teaching and
Teaching Inquiry: What
things” out use student outcomes, then reflection. I use student
strategies (evidence-
there and need student feedback and outcomes, student feedback
based) are most likely to
help my students learn some guidance research to plan the next and research to plan the next
this? about where to stages of learning. stages of learning.
Learning Inquiry: What start.
happened as a result of
the teaching, and what are
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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.
Feedback I know that I provide feedback to I provide specific, appropriate, I provide specific, I provide specific, appropriate,
explicit provide scaffolds to frequent, positive and appropriate, frequent, frequent, positive and
BES # 8. Pedagogy feedback facilitate student responsive feedback to provide positive and responsive responsive feedback to
scaffolds and provides provides learning. scaffolds to facilitate student feedback and feedforward provide scaffolds to facilitate
appropriate feedback on scaffolds to learning. to provide scaffolds to student learning. In response
students' task facilitate facilitate student learning. my students provide specific,
engagement. Alton-Lee student In response my students appropriate, frequent, positive
2003 BES learning but I provide specific, and responsive feedback on
am not appropriate, frequent, their learning for me. We both
Tasks and classroom confident I positive and responsive use SOLO Taxonomy as a
interactions provide know how to feedback on their learning common language of learning
scaffolds to facilitate provide for me. We both use SOLO process and learning
student learning (the
feedback in Taxonomy as a common outcomes.
teacher provides whatever
assistance diverse students terms of my language of learning process
need to enable them to classroom and learning outcomes. I use student learning
engage in learning practice. outcomes and seek student
activities productively, for feedback to improve the
example, teacher use of clarity and effectiveness of the
prompts, questions, and feedback conversations in my
appropriate resources classroom practice.
including social resources).
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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Self & Peer I know that I manage goal oriented I manage goal oriented self and I manage goal oriented self I manage goal oriented self
Assessment goal oriented self and peer assessment peer assessment so that so that and peer assessment so that and peer assessment so that
self and peer so that so that student student overt participation is so that student covert or so that student covert or overt
assessment overt participation is supported, scaffolded and overt participation is participation is supported,
needs to be supported without challenged without students supported, scaffolded and scaffolded and challenged
BES # 10. Teachers and managed so students being being humiliated.. challenged without students without students being
students engage
that so that humiliated. being humiliated. I humiliated. My students set
constructively in goal-
oriented assessment.
student covert encourage students to set and co-manage their own goal
.Alton-Lee 2003 BES or overt and co-manage their own orientated assessments.
participation is goal orientated assessments
Teachers manage the supported, I use student learning
evaluative climate, scaffolded and outcomes and seek student
particularly in context of challenged feedback to improve the
public discussion, so that without management of goal-oriented
student covert or overt students being self and peer assessment in
participation is supported, humiliated but my classroom practice.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
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© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.