tag:blogger.com,1999:blog-7964851299857975525.post4597852375874097950..comments2023-04-26T02:47:20.348-07:00Comments on Canons Broadside: SOLO from the assessment cradle to the assessment graveAnonymoushttp://www.blogger.com/profile/04979608110169421139noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-7964851299857975525.post-23954393680098318512012-06-27T18:32:26.019-07:002012-06-27T18:32:26.019-07:00Great post - thank you for sharing in such a detai...Great post - thank you for sharing in such a detailed way how having SOLO as a mental model for differentiating learning outcomes is so powerful for students and their teachers. <br /><br />I was particularly taken by your observation that the "grade" becomes meaningless when you have a deeper measure of the depth of your thinking. It made me think of Ruth Butler's research - cited in Dylan Wiliam's recent Embedded Formative Assessment book p108 and 109 - "giving scores alongside comments washed out the beneficial effects of comments" - it seems to me that the SOLO level is working like a comment <br /><br />Pam Hook (aka Artichoke)Anonymousnoreply@blogger.com