Assessment rubrics are aligned to SOLO Taxonomy to ensure constructive alignment and cognitive stretch for students. For the purposes of this resource, we have aligned SOLO Taxonomy to the headings of:
Student outcomes are not relevant to context.
Student outcomes are limited to single relevant responses. They can list, describe or define one idea about the context.
Multistructural learning outcomes are evident. Students can bring in relevant pieces of information by listing, describing or defining. They show understanding of the content that is required as the starting point for new learning around financial capabilities.
Relational learning outcomes are evident. Students make connections with the information to make new learning by comparing, analysing, sequencing, explaining, classifying, relevant questioning and analogising. These connections enable students to build new knowledge and understandings around their financial capability by learning about the other’s perspectives and insights.
Extended abstract thinking learning outcomes are evident. Students extend their new learning by applying it in a new context – the “so what”? They defend their thinking by finding evidence, validating sources and presenting their findings in an authentic way to create meaning around their financial capability.
Each learning area resource has an assessment rubric included. Some learning areas have a rubric for financial sustainability (KiwiSaver, insurance, investing and retirement) and identity (debt, saving, managing my money and goal setting).
Students can download the assessment rubric to the school’s student management system. They can highlight their progress and hyperlink evidence of outcomes. Teachers can access the tool and leave feedback during the learning. Teachers can use this tool, along with naturally occurring evidence or overall teacher judgment as evidence, for wider reporting of student learning outcomes.
Evidence can be gathered from:
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