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A Key Question
How do Exams, and particularly Grade 5 and 8 large scale exams, fit into the general Assessment issue?
ASSESSMENT
CURRICULUM
TEACHER TRAINING
CLASSROOM PRACTICES
We design quality exam papers with questions reflecting learning outcome statements (supported by SOLO) We have a new form of analysis of exam results (Rasch analysis) We provide a extensive set of reports to allow judgments to be made by the education stakeholders: Children, Parents, Teachers/Principals and Officials
SOLO Taxonomy
Structure of
Observed
Learning
Outcomes
Uni-structural
This set of responses uses only one relevant element of data from the stimulus item. A feature of responses at this level is the desire to close quickly and to ignore inconsistencies that may result from the response
Multi structural
The learner at this level can use multiple data elements, but the elements are not integrated. Hence the response can consist of a number of discrete closures. Typical of these responses would be the following of strict algorithmic procedures that involve a number of steps. However, if a single step was forgotten, or an error made, the respondent would be unable to reconstruct the algorithm. This lack of an overview of the data elements and their relationships makes the response patterns inherently unstable and thus considerable variability may be expected from children responding at this level.
Relational
A relational response reflects the ability to integrate the elements and operations of the question in a way that enables an overview of the stimulus item Children using an algorithm at this level would be able to check for errors and inconsistencies, and would be able to reconstruct missing elements of the algorithm. Features of responses at this level include the ability to reverse operations and the set of elements used are internal to the system
Extended abstract
The use of data elements external to the system is a feature of an extended abstract response. The generalisation of the elements takes account of new and more abstract features.
Extended Abstract
Answer generalises the structure beyond the information given: Higher order principles are used to bring in a new and broader set of issues
Properties of SOLO
Rote learned responses have no level For every new task you will need to progress through each level. You may use experiences from one task to assist in moving through levels in another related task. You cannot respond at level N unless you have moved through level N-1 Teachers sometimes use strategies that lead to level reduction. That is assist students to get the answer right but do not improve understanding.
Example 1
We can use SOLO to develop a marking scale for open ended responses
Solve 2+3 x 5
Write fraction for shaded portion In which order brackets should be solved a) [ ], ( ), { } b) { }, ( ), [ ] c) [ ], { }, ( ) d) ( ), { }, [ ]
A person went to market he purchased 3 apples at the rate of 5 rupees per apple. After purchase he has 2 rupees in his pocket . Find the amount with which he went to market?
Solution for the expression 10 + [{ ( 5 + 7) x 2 } + 3 ] is a) 32 b) 47 c) 37 d) 67
Misses the point Completely incorrect solution Inappropriate or few issues identified. No framework for discussion and little relevant material selected. Poor structure to the essay. Irrelevant detail and some misinterpretation of the question. Little logical relationship to the topic and poor use of examples.
Uni structural:
State, Recognise, Recall, Quote, Note, Name
Correct answer to simple algorithmic problem requiring substitution of data into formula. Correct solution of one part of more complex problem.
Poor essay structure. One issue identified and this becomes the sole focus; no framework for organizing discussion. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
Multi structural:
Explain, Define, List, Solve, Describe, Interpret
Correct solution to multiple part problem requiring substitution of data from one part to the next. Poorly structured project report or practical report on open task.
Essay poorly structured. A range of material has been selected and most of the material selected is appropriate. Weak introduction and conclusion. Little attempt to provide a clear logical structure. Focus on a large number of facts with little attempt at conceptual explanations. Very little linking of material between sections in the essay or report.
Solution to multiple part problem with most parts correctly solved but some errors. Reasonably well structured project or practical report on open task.
Essay fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate. Introduction and conclusion exists. Logical presentation attempted and successful in a limited way. Some structure to the argument but only limited number of differing views and no new ideas.
Relational:
Apply, Outline, Distinguish, Analyse, Classify, Contrast, Summarise, Categorise
Elegant solution to complex problem requiring identification of variables to be evaluated or hypotheses to be tested.Well structured project or practical report on open task.
Essay well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material. Content has logical flow, with ideas clearly expressed. Clearly identifiable structure to the argument with discussion of differing views.
Extended Abstract:
Create, Synthesise, Hypothesise, Validate, Predict, Debate, Theorise
Solution to problem which goes beyond anticipated answer. Project or practical report dealing with real world ill-defined topic.
Well structured essay with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion; appropriate material selected. Evidence of wide reading from many sources. Clear evidence of sophisticated analysis or innovative thinking.
10 8 6-7
Relational
Multi structural
Uni structural
Pre structural
5 2-4 1 0
31
ASSESS WHAT STUDENTS IN DIFFERENT PERFORMANCE BANDS ACTUALLY "KNOW" IN EACH SUBJECT
QUEST SOFTWARE
ASSESS CHANGES IN PERFORMANCE OVER TIME WITHIN AND BETWEEN STUDENT COHORTS
Situation 1
Students
Worse
Easy Q
x
Q Q
Better
Hard
Worse
Easy
X X XXX X Q QQ Q Q
Better
Hard
32
Questions
Better Hard
Better Hard
33
Questions
Easy
Low ability
High Ability
Medium Ability
Low ability
High Ability
Low ability
66%
High Ability
Medium Ability
Math s
THANKS