1. Quality Questioning Using the SOLO Taxonomy An online workshop Adapted from a presentation by the Uniservices asTTle team
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5. The asTTle team looked for a set of broad cognitive categories (a taxonomy) that would describe thinking processes in a scale of increasing difficulty or complexity. SOLO is such a taxonomy You may also be familiar with Bloom’s Taxonomy of Educational Outcomes. This is referred to in another TKI assessment workshop and can be accessed at http://www.tki.org.nz/r/assessment/atol_online/ppt/teacher_student_conversations_28.5.ppt
14. Multistructural example Note that a student may choose to answer this by measuring one side of the arrow and multiplying by 2 which shows relational thinking. However the question does not require them to do this so we cannot expect them to use this strategy.
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17. Relational example Note : this is a relational question because students have to integrate and apply a range of information. They also need to realise that going slower means adding time. At the school swimming sports four children completed in the fifty metres freestyle heat. Joe came first with a time of 40.395 seconds. Mary came second, Sam came third and David came fourth. In the next heat, Jan finished with a time of a second slower than Joe. What was her time? ____________ _27_ 100
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19. Extended abstract example An answer requires the explicit expression of understanding of a general principle that applies beyond the specifics of this particular situation. Students need to ‘go beyond the given’.
![Who will find this workshop useful? ,[object Object],[object Object],[object Object],How to use this workshop: ,[object Object],[object Object],[object Object],Link: If you are interested in classroom questioning and learning conversations you may also wish to go to: (link to TKI workshop at http://www.tki.org.nz/r/assessment/atol_online/ppt/teacher_student_conversations_28.5.ppt )](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)