The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs
AuthorKamei, T; Woods, K
EditorWoods, K; Griffin, P
Source TitleUnderstanding Students with Additional Needs as Learners
PublisherSpringer International Publishing
AffiliationMelbourne Graduate School of Education
CitationsKamei, T. & Woods, K. (2020). The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs. Woods, K (Ed.). Griffin, P (Ed.). Understanding Students with Additional Needs as Learners, (1), pp.101-114. Springer International Publishing.
Access StatusThis item is currently not available from this repository
ARC Grant codeARC/LP140100163
In a changing society with evolving needs and occupations, problem-solving is increasingly seen as an essential skill for success in many contexts, including school and the workplace. However, students with additional learning needs often lack the necessary support to be successful in this skill domain. The aim of the study described in this chapter was to design rubrics for problem-solving that define progressive levels of learning to support the instruction of this cohort of students. A working definition of problem- solving was used to draft observation statements in the form of rubrics that teachers could use to describe their students’ skill development. Workshops were conducted with specialist teachers (n = 13) who critiqued and extended these draft rubrics and mapped them to a learning progression. These materials were then trialed with experienced special education teachers, who reviewed them and generated intervention strategies for students at different skill levels on the derived progression. The outcome of the study was a set of assessment rubrics and level descriptions that teachers could use to support the learning of students with additional needs in a skill domain often dismissed as too demanding to be included in their personal programs.
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