Sub sections:
The impact of a cognitive developmental framework on improving student learning outcomes
Semester II 2005
Prof. John Pegg
jpegg@une.edu.au
(Education 120, 5 September 2005, 12 noon)
Abstract
This session describes briefly a developmental cognitive framework, referred to as the SOLO model, that underpins many of the projects conducted within the The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR National Centre). This framework provides teachers with a structure and a language to use in assessment and teaching. The second part of the session describes the experiences of secondary mathematics teachers in four rural schools in NSW as they began to explore the changing nature of assessment and the implications it has for their practice. Two important findings emerged from their involvement and experiences. First, teachers reported that using a theoretical framework to guide decisions acted as a catalyst to their rethinking of how and what to assess. Second, teachers used assessment information as a trigger for improving their teaching practices to enhance student learning.