Writing extended response tasks is an art and a science. They must be engaging, contain limited prompts and illicit a full range of responses. SOLO taxonomy is used to underpin the design of writing tasks and assessment rubrics.
Science 7-10 teachers
Access to syllabus and other documents are accessed via a moodle.
Participants share products on forums on the moodle.
This course contributes to 5.0 professional development hours.
|02/06/2017||Sydney CBD||Places available||$339 + GST||Enrol Now|
Presentation and discussion: SOLO classifies the quality of student responses by addressing both the quantity of points in a response, the type of points within the response and the relationships within the response.
Presentation, Quiz and discussion:
Analysis of an extended response task;
Using SOLO to create marking rubric
Applying SOLO and the marking rubric to student responses
Participants collaboratively design an extended task; marking rubric and sample responses that will assess a student’s knowledge and understanding of specific syllabus points.
Participants present their extended response tasks to others for peer review and refinement.
Wifi enabled Laptop
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
The presentation was well organised and scaffolded into mini modules.Content was delivered clearly with opportunity to practice skills of SOLO.
Valuable experience.Excellent learning environment.Knowledgeable presenter.
Plenty of time to apply theory.
Excellent,practical,relevant,and just what I needed to take my assessment questions to the next level.
Good resources,gain more knowledge and insight on how to write better questions.
A well prepared and structured day. An excellent approach to look at assessment to make a valuable tool rather than extra paperwork. Going to rethink assessments I write in the future.
This was a really valuable learning experience about how to create better extended responses. This is something I have struggle with. I feel much better equipped now.
Good combination of theory, examples and working tasks to complete. Concretes ideas and skills on the day.
Very well organized and presented. Worthwhile and will change my practices.
Content was targeted. Involved good networking and discussion. Some aspects ran through quickly. Overall, great workshop.
Content used was excellent for future assessment design. Presentation was a bit rushed and probably had too much to get through. Overall, very informative.
Very useful and interesting.
Slightly fewer sections with greater emphasis on SOLO.
Well paced and very informative.
Improving outcomes through aligned teaching practice synergies.
Jim is a recipient of the NSW Professional Teaching Council’s Distinguished Service Award for leadership in delivering targeted professional learning to teachers.
Jim has written and presented for TTA, UNSW, NSWTF CPL, STANSW and DoE for such diverse topics as literacy, ICT, constructivist programming, assessment task development and assessment reform.
The range of professional learning courses presented by Jim can be found on the TTA website.
Selected NSW Department of Education and Communities appointments
2015 Analytics, Systems and Development Coordinator
2012 – 2013 School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010 Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005 Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004 Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004 Head Teacher Science, Concord High School
1998 – 2000 Senior Assessment Officer, English Language and Literacy Assessment (ELLA)
1993 – 1997 M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science)
1979 Dip. Ed. University of Wollongong
1976 – 1978 B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)