Generalising levels of students' understandings about conductivity: A SOLO analysis

Abstract

The framework for assessing student achievement in New South Wales is to be found in the Board of Studies' Assessment for Learning approach which rocognises a dual purpose for assessment. In addition to the accountability requirement, assessment can be used to enhance teaching and learning by determining whether or not current understandings are a suitable basis for future learning (NSW Board of Studies, 2007). In a teaching and learning context dominated by documenting student achievement in terms of outcomes, the interpretation and application of Band descriptors and descriptions of Levels of Achievement are becoming routine practices in schools. Band descriptors, for example, used at Years 10, 11 and 12 provide schools with generalized statements which can be used as guidelines to supplement internal evaluations of student performance. They also provide the holistic descriptions for external reporting and credentialing.