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The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs

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Understanding Students with Additional Needs as Learners

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Abstract

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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Acknowledgement

This chapter was originally published on the Australian Association for Research in Education’s (AARE) website as a refereed conference paper from the 2016 AARE Annual Conference.

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  1. Melbourne Graduate School of Education, Carlton, Australia

    Toshiko Kamei & Kerry Woods

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  1. Toshiko Kamei
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  2. Kerry Woods
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Correspondence to Toshiko Kamei .

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  1. Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia

    Patrick Griffin

  2. Assessment Research Centre, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia

    Kerry Woods

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Kamei, T., Woods, K. (2020). The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additional Needs. In: Griffin, P., Woods, K. (eds) Understanding Students with Additional Needs as Learners. Springer, Cham. https://doi.org/10.1007/978-3-030-56596-1_8

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  • DOI: https://doi.org/10.1007/978-3-030-56596-1_8

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