Task 2 – Part 2
Second, develop a grading scale to asses SOLO Taxonomy. Develop a grading scale across five levels of achievement that aligns with the SOLO Taxonomy for the learning outcome/content descriptor/understanding targeted..
Select an aspect of the task you want to assess and this will be the criteria. Use SOLO taxonomy with support from Blooms verbs or the 6 facets of understanding to write 5 level descriptors typical in a rubric. Avoid value judgments and quantification of skills*.
udent achievement of the understanding targeted across five levels that are in keeping with the
Describe the way in which the grading scale increments and the way in which it evidences student achievement for the learning outcome/content
descriptor/understanding targeted across the five levels.
NrN, Identify how the grading scale could be used to collect data about student learning.
Outline how you can show a continuum of learning in the 5 levels. Perhaps look at descriptors above and below the level descriptor you chose to assess.
Third, describe the benefits and drawbacks of the assessment strategy developed in terms of reporting practices. Identify the way in which the grading scale can be used for assessment and reporting practices.
Discuss the benefits and drawbacks (limitations) of the assessment strategy developed
No terms such as ‘excellent’. ‘good’, ‘wonderful’ or done 2 times. 3 times, 4 times etc.Otherwise we confuse students and are grading compliance not skills.
Are there any issues with using a rubric that employs a grading scale? Does it disadvantage some learners? Is the language you are using for teachers or students and could it be shared with parents?

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