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Assessment at Harmans Water Primary School

At Harmans Water, we are introducing the principles of SOLO Taxonomy to differentiate work and learning outcomes within age related expectations. SOLO stands for Structure of Observed Learning Outcomes. 

There are five levels in the SOLO taxonomy:

  • Extended abstract
  • Relational
  • Multi structural
  • Uni structural
  • Pre structural
Solo Taxonomy Explained

In school, we have matched each strand of SOLO to a colour and our staff and children are beginning to use the language of both SOLO Taxonomy and the colours.  Learning targets beginning with 'I can', are linked to age-related expectations and connected to the strands of SOLO. This enables children and teachers to understand what has been learned and what the next steps will be.

Here is a SOLO rubric that was used in a recent Y6 music lesson:

 

And I can make generalisations about how composers create moods or emotions by using and combining the musical elements.

 

I can explain how the use of musical elements and the mood that the music expresses are connected

 

 I can list several relevant ideas about the music, either the musical elements or the mood created.

 

I can make one relevant comment about the music. It could be about the musical elements or the mood created.

 

I can’t tell you anything about the music.

Teacher assessments are made regularly and recorded using the colours. The table below demonstrates how we have linked the colours to age related expectations:

 

Working at greater depth within age related expectations

 

Working at age related expectations

 

Working towards age related expectations – not yet secure

 

Working below age related expectations

 

Working well below age related expectations

We also use GL assessments to test in Maths and English at the end of each term and inform our teacher judgements.

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