Get Connected For The Win!

Curriculum for Excellence clearly  demands a richer, deeper assessment of learning than can be delivered by giving a percentage mark on a written test.

I have been exploring the implications of this fact over the last few years, as we all have in Scottish education.  This post isn't really about the issue of assessment under Curriculum for Excellence, though.  It is about the way that being a Connected Teacher has facilitated my exploration.

Last week, I came across a review "Evidence Based Teaching" by Geoff Petty in my Google Plus stream.  I follow hundreds of maths teachers on Google Plus (very few of them from the UK yet) and they provide me with a rich stream of new ideas about maths education.

I bought Geoff Petty's book, and was very interested in the potential of Biggs's SOLO Taxonomy as a framework to assess learning in mathematics more meaningfully.

I searched on Google, but couldn't find anything specifically relating to the use of the SOLO taxonomy for learning in maths.  Having hit a dead end, I filed away SOLO in my head under "one of these days I'll have a look at this".

Yesterday, I was looking through the #pedagoofriday tweets and saw this:
#PedagooFriday used #solotaxonomy for first time with Y13 text transformations. Got them thinking about meta narrative & literary theory.

A quick look at the #solotaxonomy hashtag led me to this tweet:

I got in touch with @docker_hoops (David Doherty) and he sent me a stack of resources that he'd been given by Pam Hook - all specifically relating to the use of SOLO in the assessment of learning in maths. These resources were developed in New Zealand.


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