1

HOT EFFECTIVE PEDAGOGY RUBRIC

Using dimensions identified in NEW ZEALAND CURRICULUM [elaborated through BEST EVIDENCE SYNTHESIS 2003]

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.
 2

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.
 3

facilities high capabilities so that the high realistic, achievable and

standards of expectations I hold are supported by my teacher
student outcomes realistic, achievable and practice.. I use formative and
for heterogeneous
supported by my teacher summative assessment and
groups of
practice. feedback from students and
students.Alton-Lee
2003 BES my peers to inform my future
teaching practice.
“The teacher
establishes and
follows through on
appropriate
expectations for
learning outcomes
and the pace at
which learning
should proceed.”

“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.
 4

learning groupings students by modelling in my own learning

to work as caring, respectful behaviours in my interactions with students.
inclusive, and own learning interactions
cohesive learning
with students. For example I ask for and
communities.
respect the feedback students
Caring and support For example I ask for and offer on the effectiveness of
is generated respect the feedback my teaching on their learning
through the students offer on the outcomes, just as my students
practices and effectiveness of my teaching ask for and respect the
interactions of on their learning outcomes, feedback and feed-forward I
teacher(s) and just as my students ask for offer on their learning
students. and respect the feedback outcomes.
and feed-forward I offer on
their learning outcomes. I monitor the effectiveness of
BES #10. Teachers
and students the strategies we adopt to
engage show mutual respect for each
constructively in others’ learning outcomes.
goal-oriented
assessment.

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.
 5

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.

Encouraging reflective thought and action.

SOLO Taxonomy as I need help to I use SOLO Taxonomy, I integrate SOLO Taxonomy, HOT I integrate SOLO Taxonomy, I have infused SOLO
a common language understand/ HOT maps and self- maps and self assessment rubrics HOT maps and self Taxonomy, HOT Maps and

© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.

of learning
outcomes
BES # 7. Curriculum goals,
resources including ICT
usage, task design,
teaching and school
practices are effectively
aligned. Alton-Lee 2003
BES
Whole school alignment
enables a common
language, teacher
collaboration and
reflection and other
synergies around
improving teaching.
BES # 4. Quality teaching is
responsive to student
learning processes. Alton-
Lee 2003 BES
Teachers have knowledge
of the nature of student
learning processes in the
curriculum area, can
interpret student
behaviour in the light of
this knowledge and are
responsive, creative and
effective in facilitating
learning processes.
6
introduce SOLO assessment rubrics to to scaffold differentiated assessment rubrics to self-assessment rubrics in the
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.
student e.g. I SOLO code my e.g. I SOLO code my learning assessment of learning
understanding learning intentions intentions (WALT statements) at within my teaching My students and I understand
of learning (WALT statements) at the the start of each learning practices. how the SOLO Taxonomy
outcomes. start of each learning experience. I use SOLO coded aligns with and assists
experience The SOLO rubrics as success criteria for I share these SOLO coded teaching and learning and can
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
outcomes is rubrics used in my assessment rubrics are SOLO coded success criteria feedback about its
predominately teaching programme in thoughtfully integrated into my with students in a way that effectiveness, and use this
based on designing learning teaching program to scaffold helps them understand their feedback to inform my
teacher WALT experiences that mainly differentiated learning own learning processes. practice.
statements and reinforce lower cognitive experiences and to unpack
there is little skill development questions for learning. HOT e.g. The learning purpose of e.g. Students have ready
reference to or (unistructural and SOLO coded maps and self HOT SOLO coded learning access to and a complete
evidence of multistructural learning assessment rubrics are experiences, HOT maps and understanding of
SOLO outcomes) relating to the employed throughout the self assessment rubrics and differentiated learning
Taxonomy, content under learning experiences to reinforce questions for learning is outcomes through SOLO
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
student work. across multistructural, relational student understanding of rubrics, and an array of
and extended abstract levels. their own learning process. learning outcome coded
Emphasis is placed on questioning, ICTs and thinking
student identification of the interventions. They create
differentiated learning their own success criteria
outcomes within the class using SOLO Taxonomy coded
and individual learning rubrics. The curriculum for
experiences. learning is personalised, with
the content emerging based
on the needs of the individual
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.

Questioning
BES # 9. Pedagogy
promotes learning
orientations, student self-
regulation, metacognitive
strategies and thoughtful
student discourse. Alton-
Lee 2003 BES
Teaching promotes
sustained thoughtfulness
(e.g. through questioning
approaches, wait-time,
and the provision of
opportunities for
application and invention).
ICTs as learning
interventions
BES # 7. Curriculum goals,
resources including ICT
usage, task design,
7
learner.
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
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
time to wait-time to promote promote sustained promote sustained concepts and use wait-time to
promote sustained thoughtfulness. thoughtfulness. thoughtfulness promote sustained
sustained Closed questions – Who, e.g. Describe e.g. thoughtfulness.
thoughtfulness what why, where when Sequence/classify/compare e.g.
and contrast/part whole Generalise/predict/evaluate/c
I can help my students analysis/causal reate/imagine
develop and ask suitable explanation/analogy
questions that will give I can help my students develop
them one piece of and ask suitable questions that I can help my students
I need help to information in a context will give them different pieces of develop and ask suitable I can help my students
help my that promotes sustained information in different contexts questions that will give develop and ask suitable
students thoughtfulness. that promote sustained them different pieces of questions that will give them
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.
I know that When planning my When planning my teaching and When planning my teaching When planning my teaching
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
optimise goals. Taxonomy, and then select select ICTs to help motivate
student However, when the use of ICTs to help motivate students to achieve these
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.

teaching and school
practices are effectively
aligned.
Curricular alignment: The
use of resources, teaching
materials and ICT is
aligned with curriculum
goals to optimise student
motivation and accomplish
instructional purposes and
goals.
Pedagogical strategies are
evaluated in relation to
curricular goals.
Enhancing the relevance of new learning.
SOLO Taxonomy as I need help to
a model of learning. use SOLO
BES # 4. Quality teaching is
responsive to student
learning processes. Alton-
Lee 2003 BES
Teachers have knowledge
of the nature of student
learning processes in the
curriculum area, can
interpret student
behaviour in the light of
this knowledge and are
responsive, creative and
effective in facilitating
learning processes.
8
achieve students to achieve learning learning goals. I identify success criteria for the use of
learning goals, goals I don’t know how I should success criteria for the use these ICTs that align with
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
know how to feedback to better inform the
provide these use of ICTs to enhance the
opportunities conditions of value for
in terms of my identified specific, proximal
classroom and hierarchical learning
practice. outcomes.
I use SOLO Taxonomy, as I use SOLO Taxonomy as a model I use SOLO Taxonomy as a I use SOLO Taxonomy as a
a model of learning when of learning to indicate the depth model of learning to model of learning to indicate
Taxonomy as a encouraging students to of learning process in intended indicate the depth and the depth and breadth of
model of take ownership of their learning outcomes when breadth of learning process learning process in intended
learning when own learning. encouraging students to take in intended learning learning outcomes, align the
encouraging ownership of their own learning. outcomes AND align the full full range of learning
students to range of learning experiences so that my
take ownership experiences so that my students can achieve deep
of their own students can achieve deep level understandings in any
learning. level understandings in any intended learning outcome
. intended learning outcome AND seek student and peer
when encouraging students feedback on achievement of
to take ownership of their intended learning outcomes to
own learning. better inform the use of SOLO
. Taxonomy as a model of
learning when encouraging
students to take ownership of
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.

Facilitating shared learning.
Co-operative I know that
learning providing
BES # 2. Pedagogical
practices enable classes
and other learning
groupings to work as
caring, inclusive, and
cohesive learning
communities. Alton-Lee
2003 BES
Optimal use is made of
complementary
combinations of teacher-
directed groupings, co-
operative groups,
structured peer interaction
and individual work
(including homework) to
facilitate learning cycles.
Teaching includes specific
training in collaborative
group work with individual
accountability
mechanisms, and students
demonstrate effective co-
operative and social skills
that enable group
processes to facilitate
learning for all
9
their own learning.
I provide opportunities to I provide opportunities to learn I provide opportunities to I provide opportunities to
learn in teacher directed in teacher directed groupings co- learn in teacher directed learn in teacher directed
opportunities groupings to facilitate operative groups, structured groupings co-operative groupings co-operative
to learn in learning cycles. peer interaction and individual groups, structured peer groups, structured peer
groups can work (including homework) to interaction and individual interaction and individual
facilitate . facilitate learning cycles. work (including homework) work (including homework) to
learning cycles, to facilitate learning cycles. facilitate learning cycles. I
but I am not My teaching includes specific I involve students in creating involve students in creating
confident I training in collaborative group learning groupings to work learning groupings to work as
know how to work as caring, inclusive and caring, inclusive and cohesive
provide these cohesive learning learning communities. I seek
opportunities communities feedback on the effectiveness
in terms of my of these opportunities which I
classroom My teaching includes use to inform my practice.
practice. specific training in
collaborative group work My teaching includes specific
and individual accountability training in collaborative group
mechanisms to enable work and individual
group processes to facilitate accountability mechanisms to
learning for all student enable group processes to
participants. facilitate learning for all
student participants. I seek
feedback on the effectiveness
of these opportunities which I
use to inform my practice.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
 10

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.

2003 BES
Differentiation
BES # 1. Quality teaching is
focused on student
achievement (including
social outcomes) and
facilities high standards of
student outcomes for
heterogeneous groups of
students. Alton-Lee 2003
BES
Quality teaching
facilitates the learning of
diverse students and raises
achievement for all
learners.
BES # 2. Pedagogical
practices enable classes
and other learning
groupings to work as
caring, inclusive, and
cohesive learning
communities. Alton-Lee
11
know how to of these opportunities which I
provide these use to inform my practice.
opportunities
in terms of my
classroom
practice.
I know that the I know that the meeting I know that the meeting learning I know that the meeting I know that the meeting
meeting learning needs of diverse needs of diverse students learning needs of diverse learning needs of diverse
learning needs students require require differentiation of students require students require
of diverse differentiation of content, process, product and differentiation of content, differentiation of content,
students content, process, product learning environment. I set process, product and process, product and learning
require and learning specific proximal and hierarchical learning environment. I set environment. I set specific
differentiation environment. I set learning goals and have a wide specific proximal and proximal and hierarchical
of content, specific proximal and range of pedagogical strategies hierarchical learning goals learning goals and have a wide
process, hierarchical learning to help students achieve these and have a wide range of range of pedagogical
product and goals and have differentiated learning outcomes pedagogical strategies to strategies to help students
learning pedagogical strategies to in my classes. help students achieve these achieve these differentiated
environment help students achieve differentiated learning learning outcomes in my
but I am not these differentiated outcomes in my classes. I classes. I identify success
confident I learning outcomes in my identify success criteria for criteria for the use of
know how to classes. the use of differentiation differentiation strategies that
provide these strategies that align with align with specific learning
opportunities specific learning goals. goals. I seek peer and student
in terms of my feedback about their
classroom effectiveness in meeting
practice. learning needs for identified
learning goals and use this to
inform my practice.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
 12

2003 BES

Pedagogical practices pro-

actively value and address
diversity.

The language and

practices of the classroom
are inclusive of all
students.

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.

the implications for future
teaching.
Purposeful assessment.
Learning intentions I know that
BES # 10. Teachers and
students engage
constructively in goal-
oriented assessment.
.Alton-Lee 2003 BES
Teachers and students
have clear information
about learning outcomes.
Students have a strong
sense of involvement in
the process of setting
specific learning goals.
Success criteria
BES # 10. Teachers and
students engage
constructively in goal-
oriented assessment.
.Alton-Lee 2003 BES
BES # 8. Pedagogy
scaffolds and provides
13
I create explicit learning I create explicit, proximal I create explicit, proximal I create explicit, proximal
explicit, intentions to provide hierarchical learning intentions hierarchical learning hierarchical learning
proximal, clear information about to provide clear information intentions to provide clear intentions to provide clear
hierarchical learning outcomes in about learning outcomes in information about SOLO information about SOLO
learning terms of my classroom terms of my classroom practice Taxonomy coded learning Taxonomy coded learning
intentions can practice outcomes in terms of my outcomes in terms of my
provide clear classroom practice. I classroom practice. I involve
information involve students in the co- students in the co-creation of
about learning creation of these learning these learning intentions.
outcomes but I intentions.
am not I use student learning
confident I outcomes and seek student
know how to feedback to improve the
create clear clarity and effectiveness of
learning these learning intentions.
intentions in
terms of my
classroom
practice.
I know that I create success criteria I create explicit success criteria I create explicit SOLO I create explicit SOLO
explicit, to provide appropriate to provide appropriate feedback Taxonomy coded success Taxonomy coded success
success criteria feedback for student task for student task engagement in criteria to provide criteria to provide appropriate
can provide engagement in the the intended learning outcomes appropriate feedback for feedback for student task
appropriate intended learning for the lesson. student task engagement in engagement in the intended
feedback for outcomes for the lesson. the intended learning learning outcomes for the
student task outcomes for the lesson. I lesson. I involve students in
engagement involve students in the co- the co-creation of these
but I am not creation of these success success criteria.
confident I criteria.
know how to I use student learning
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.

appropriate feedback on
students' task
engagement. Alton-Lee
2003 BES
Feedback
BES # 8. Pedagogy
scaffolds and provides
appropriate feedback on
students' task
engagement. Alton-Lee
2003 BES
Tasks and classroom
interactions provide
scaffolds to facilitate
student learning (the
teacher provides whatever
assistance diverse students
need to enable them to
engage in learning
activities productively, for
example, teacher use of
prompts, questions, and
appropriate resources
including social resources).
14
create success outcomes and seek student
criteria for feedback to improve the
learning clarity and effectiveness of
intentions in these SOLO coded success
terms of my criteria for engaging students
classroom in the tasks required to meet
practice the intended learning
outcomes in the learning
intentions
.
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
feedback facilitate student responsive feedback to provide positive and responsive responsive feedback to
provides learning. scaffolds to facilitate student feedback and feedforward provide scaffolds to facilitate
scaffolds to learning. to provide scaffolds to student learning. In response
facilitate facilitate student learning. my students provide specific,
student In response my students appropriate, frequent, positive
learning but I provide specific, and responsive feedback on
am not appropriate, frequent, their learning for me. We both
confident I positive and responsive use SOLO Taxonomy as a
know how to feedback on their learning common language of learning
provide for me. We both use SOLO process and learning
feedback in Taxonomy as a common outcomes.
terms of my language of learning process
classroom and learning outcomes. I use student learning
practice. outcomes and seek student
feedback to improve the
clarity and effectiveness of the
feedback conversations in my
classroom practice.
© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
 15

Students receive effective,

specific, appropriately
frequent, positive and
responsive feedback.
Feedback must be neither
too infrequent so that a
student does not receive
appropriate feedback nor
too frequent so that the
learning process is
subverted.

BES # 10. Teachers and

students engage
constructively in goal-
oriented assessment.
.Alton-Lee 2003 BES

Self & Peer
Assessment
BES # 10. Teachers and
students engage
constructively in goal-
oriented assessment.
.Alton-Lee 2003 BES
Teachers manage the
evaluative climate,
particularly in context of
public discussion, so that
student covert or overt
participation is supported,
I know that I manage goal oriented I manage goal oriented self and I manage goal oriented self I manage goal oriented self
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
managed so students being being humiliated.. challenged without students without students being
that so that humiliated. being humiliated. I humiliated. My students set
student covert encourage students to set and co-manage their own goal
or overt and co-manage their own orientated assessments.
participation is goal orientated assessments
supported, I use student learning
scaffolded and outcomes and seek student
challenged feedback to improve the
without management of goal-oriented
students being self and peer assessment in
humiliated but my classroom practice.

© Hooked-on-Thinking, Pam Hook and Julie Mills, 2004 to 2009. All rights reserved.
 16

scaffolded and challenged I am not

without students being confident I
humiliated. know how to
do this in terms
of my
classroom
practice.
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