1. Quality Assessment Design in HASS Using SOLO Framework

2. How would you assess these History work samples?

3. AC Achievement standard Year 5 … describe the significance of people and events in bringing about change

4. How would you assess these History work samples? AC Achievement standard Year 5 … describe the significance of people and events in bringing about change Find someone who thought differently and compare your thinking? How might someone else have seen this?

5. How do we assess?

6. Is this a problem? For whom? How?

7. GradeWord EquivalentA–E indicators- in relation to the achievement standard, the student has demonstrated … A Your child is demonstrating excellent achievement of what is expected at this year level.  high level capacity to apply knowledge, skills and understandings in new contexts  extensive understanding of concepts and key ideas and ability to make connections between them  outstanding development of skills  comprehensive knowledge of content B Your child is demonstrating good achievement of what is expected at this year level.  strong capacity to apply knowledge, skills and understandings in new contexts  deep understanding of concepts and key ideas  high level development of skills  thorough knowledge of content C Your child is demonstrating satisfactory achievement of what is expected at this year level.  capacity to apply knowledge, skills and understandings in new contexts  adequate understanding of concepts and key ideas  sound development of skills  adequate knowledge of content D Your child is demonstrating partial achievement of what is expected at this year level.  capacity to apply knowledge, skills and understandings in familiar contexts  some understanding of concepts and key ideas  some development of skills  basic knowledge of content E Your child is demonstrating minimal achievement of what is expected at this year level.  beginning capacity to apply knowledge, skills and understandings in a familiar context  beginning understanding of concepts and key ideas  initial development of skills  limited knowledge of content http://www.decd.sa.gov.au/docs/documents/1/ReportingonAustral ianCurr.docx DECD Guidelines on Assessment and Reporting

8. Structure of the Observed Learning Outcome SOLO  Way of describing the complexity of learning outcomes  Biggs and Collis (1982)  Used as research tool  Used by writers of Australian Curriculum and NAP tests

9. Suggest an event that should be on the time line of Australian History and explain why you think it is important. What makes an event significant? SOLO level (Why?) A When Marryatville Primary School was established (1884) Because Marryatville Primary School is important. Prestructural B When girls were alowed to do stuff like going to the Olimpic games. Lots of posters all over the city and TV ads. Prestructural C the Australian grand prix (Adelaide/Melbourne) because it was the final race in Adelaide if people will like the idea Unistructural D Industrial Revolution. I think the date of when the Industrial Revolution started because if that didn’t happen The First Fleet would not have come. Because we learn’t about it at school Multistructural E Ned Kely’s death is important to the people who thought he was a hero He was claimed to be a famous outlaw Multistructural F When the Dutch came to Australia because that’s when Australia starts being noticed by white people. Because everyone remembers it well Relational G 1918 The end of World War One (WWI) If the world knows about it. If it changes lives. Extended abstract HThe Blue Mountains getting crossed. It changed the way people thought abut Aust. Has it effected the way we live? Extended abstract How many different SOLO levels are there? What are their names? What’s the difference between them? Why are they in that order? Unpacking SOLO

10. Workshop – SOLO explained Astronomers task

11. SOLO framework What do you notice? structures SOLO: unistructural SOLO: multistructural

12. SOLO framework What do you notice? What do you think? structures Links between structures SOLO: relational SOLO: unistructural SOLO: multistructural

13. SOLO framework What do you notice? What do you think? structures Links between structures Who was right? Who was wrong? Narrow structures to elicit particular link of interest SOLO: relational SOLO: unistructural SOLO: multistructural

14. SOLO framework Why did ideas change? Were those who we think were wrong wasting their time? Develop link of interest SOLO: relational

15. SOLO framework Why did ideas change? Were those who we think were wrong wasting their time? “If I have seen further it is by standing on the shoulders of giants” Isaac Newton Develop link of interest Provide a new structure SOLO: relational

16. SOLO framework Why did ideas change? Were those who we think were wrong wasting their time? “If I have seen further it is by I standing on the shoulders of giants” Isaac Newton Develop link of interest Revisit the link of interest What do you think now? Provide a new structure SOLO: relational

17. SOLO framework What does this mean for us as learners and users of science today? Generalisation Transfer SOLO: extended abstract How does science view ideas that turn out to be wrong?

18. SOLO framework Sort your post it notes into the column that best matches the thinking PrestructuralUnistructuralMultistructuralRelationalExtended abstract

19. Part A Pattern Part C Part B Similar pattern The rule: As long as you change the opposite side in the same way the shapes will fit together What has this got to do with SOLO?

20. Part A Pattern Part C Part B Similar pattern The rule: As long as you change the opposite side in the same way the shapes will fit together Workshop –SOLO explained towards level 1 relational Uni/multistructural Extended abstract

21. What was your reaction? What did you think about it? What are the key points? SOLO – so what?

22. GradeWord EquivalentA–E indicators- in relation to the achievement standard, the student has demonstrated … A Your child is demonstrating excellent achievement of what is expected at this year level.  high level capacity to apply knowledge, skills and understandings in new contexts  extensive understanding of concepts and key ideas and ability to make connections between them B Your child is demonstrating good achievement of what is expected at this year level.  strong capacity to apply knowledge, skills and understandings in new contexts  deep understanding of concepts and key ideas CYour child is demonstrating satisfactory achievement of what is expected at this year level.  capacity to apply knowledge, skills and understandings in new contexts  adequate understanding of concepts and key ideas D Your child is demonstrating partial achievement of what is expected at this year level.  capacity to apply knowledge, skills and understandings in familiar contexts  some understanding of concepts and key ideas E Your child is demonstrating minimal achievement of what is expected at this year level.  beginning capacity to apply knowledge, skills and understandings in a familiar context  beginning understanding of concepts and key ideas Uni/multistructural Extended abstract Learning outcomes and SOLO relational

23. Tasks Assessment task Learning task What’s the difference?

24. All tasks are learning tasks What are they learning? All tasks are assessment opportunities What opportunity will we take up? diagnostic, formative summative? h How do these affect each other? Tasks

25. Add a significant event to the time line of Australian history. Explain why it is significant. Divide 15 by 4 Make 4 equal groups out of 15 counters Your turn with the counters

26. Tasks Add a significant event to the time line of Australian history. Explain why it is significant. Divide 15 by 4 Make 4 equal groups out of 15 counters Your turn with the counters Context Setting and/or materials No context = abstract Prompt Request to do something No prompt = exploration

27. Designing a task to show different levels of achievement 1.Know the curriculum What is the inquiry question? Australian communities – their past, present and possible futures How have individuals and groups in the past and present contributed to the development of Australia? What key concept are you assessing? significance What is the relevant part of the achievement standard? By the end of Year 5, students describe the significance of people and events/developments in bringing about change…

28. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task What context will you use? Dodgy timeline of Australian history

29. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task 3.Interpret the achievement standard in this context. This is satisfactory achievement of the standard (SOLO relational thinking). What does the achievement standard look like in this context? Identifies and event and explains significant changes that resulted from it

30. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task 3.Interpret the achievement standard in this context. This is satisfactory achievement of the standard (SOLO relational thinking). 4.Identify the parts that they need for this thinking. This is below satisfactory achievement (SOLO unistructural and multistructural). What do they need to know to be able to do this? Some events in Australian history Some changes in Australian history

31. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task 3.Interpret the achievement standard in this context. This is satisfactory achievement of the standard (SOLO relational thinking). 4.Identify the parts that they need for this thinking. This is below satisfactory achievement (SOLO unistructural and multistructural). 5.Describe the underlying idea - one that would work in other contexts. This is above satisfactory achievement of the standard (SOLO extended abstract). What is the idea that they could use elsewhere? Significant events bring about significant change

32. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task 3.Interpret the achievement standard in this context. This is satisfactory achievement of the standard (SOLO relational thinking). 4.Identify the parts that they need for this thinking. This is below satisfactory achievement (SOLO unistructural and multistructural). 5.Describe the underlying idea - one that would work in other contexts. This is above satisfactory achievement of the standard (SOLO extended abstract). 6.Write the task prompts What prompts will you use for each of these? What event significant event is missing from this time line of Australian history? (partial) Explain why it was significant. (satisfactory) What makes an event significant (above satisfactory)

33. Designing a task to show different levels of achievement 1.Know the curriculum 2.Choose a context for the task 3.Interpret the achievement standard in this context. This is satisfactory achievement of the standard (SOLO relational thinking). 4.Identify the parts that they need for this thinking. This is below satisfactory achievement (SOLO unistructural and multistructural). 5.Describe the underlying idea - one that would work in other contexts. This is above satisfactory achievement of the standard (SOLO extended abstract). 6.Write the task prompts 7.Construct your assessment rubric from 3. 4. And 5. Below SatisfactorySatisfactoryBeyond satisfactory Describes some events in Australian history and/or some changes in Australian history Identifies and event and explains significant changes that resulted from it Generalises that significant events bring about significant change

34. What do you think? anne.pillman835@schools.sa.edu.au