Assessing the structure of learning outcomes from counselling using the SOLO taxonomy: an exploratory study

1999 ◽  
Vol 27 (4) ◽  
pp. 567-580 ◽  
Author(s):  
Paul C. Burnett
2020 ◽  
Author(s):  
Mary Watson ◽  
Joshua Pelkey ◽  
Michael Rodgers ◽  
Caroline Noyes

1989 ◽  
Vol 33 (2) ◽  
pp. 151-163 ◽  
Author(s):  
John Biggs ◽  
Kevin Collis

One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools, in different areas of study. A framework is needed to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. Such a framework is provided by the SOLO taxonomy which describes the growth in complexity of performance in many learning tasks, from the earliest engagement in the task to expertise. Learning grows along at least two dimensions: (a) the level of abstraction, or mode, of the contents learned (five such modes are recognisable from infancy to adulthood); and (b) the cycle of increasing complexity that learning undergoes within any given mode. It is possible, by specifying both the mode or modes to be used and the level of the learning cycle to be attained, to state the desired level of performance in many important curriculum topics in a way that can be used (a) for criterion-referenced assessment in particular subjects, and (b) for discussing comparable levels of attainment across different subjects and different schools.


2000 ◽  
Vol 6 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Cheryl Waites

Social work education programs have been encouraged to develop assessment methods that address student outcomes. This exploratory study employs an outcome measure to compare students beginning and exiting a BSW program. A case vignette is used to evaluate their generalist problem-solving skills. The result suggests significant differences between the two groups and demonstrates that graduates of the program have enhanced their generalist competencies. This method of evaluation also enables programs to augment their understanding of student-learning outcomes and skill development.


2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Desi Hartanti ◽  
Tomo Djudin ◽  
Syukran Mursyid

This This study aims to describe the level of students’ thinking profilein solving parabolic motion problems based on the SOLO taxonomy seen from learning outcomes and gender. This is a survey research without a comparison group. Data collection was done by giving 4 questions to 95class X MIA students at SMAN 1 Sungai Raya, and categorized based on learning outcomes (high, medium, low) and gender (male, female). The level ofstudents’ thinking profile in solving parabolic motion problems based on SOLO taxonomyis 50.52% at the pre-structural level, 11.57% at the uni-structural level, 21.05% at the multi-structural level, 16.84% at relational level , and0% at extended-abstract level. Additionally, students with high learning outcomes reached the uni-structural-relational thinking level, while moderate ones reached the uni-structural-multi-structural level, and low ones reached the uni-structural-pre-structural level. In terms of gender,female students' average percentage of thinking level is 44.2% higher than male students with only 33.6% of the ideal score.Keywords: Thinking Level, SOLO Taxonomy, Parabolic Motion. 


2017 ◽  
Vol 8 (1) ◽  
pp. 140
Author(s):  
Reyhan Ağçam ◽  
Pınar Babanoğlu

Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.


2021 ◽  
Author(s):  
Elif Ertem Akbaş

This study aimed to learn the learning outcomes of associate-degree students attending a Vocational School (VS) in a CAS-supported learning environment within the scope of the limit-continuity subject. The study was conducted using the action research method, and the worksheets prepared by Ertem Akbaş (2016) were used. While evaluating and interpreting the VS students’ learning outcomes, the SOLO taxonomy was preferred. The study group included 32 VS associate-degree students in Turkey. Within the framework of the research problem, detailed information was provided about what level of the SOLO taxonomy the students’ learning outcomes corresponded to. The learning outcomes of the VS students were found to be below the relational structure level according to SOLO taxonomy in the environment where the CAS software was used. Thanks to the CAS software, the quality of the pre-structure level and uni-structure level learning outcomes of VS students increased to and over the multi-structure level.


1993 ◽  
Vol 21 (3) ◽  
pp. 251-263 ◽  
Author(s):  
Katherine S. Cennamo

Researchers have suggested that learners' preconceptions of media are an influential factor in achievement. This exploratory study investigated preconceptions of the ease of achieving various learning outcomes (psychomotor, affective, verbal, intellectual) using the media of interactive video, computers, television and books. In addition, it examined whether learners' preconceptions varied with frequency of use or changed as they became literate in a new medium. Twenty-nine students completed a questionnaire on three occasions seven weeks apart. Learners perceived it to be easiest to learn from interactive video, followed by television, computers, and books. They perceived it to be easiest to learn verbal information, followed by attitudes, intellectual skills, then psychomotor skills. However, there was a strong interaction between medium and domain of learning outcome. Preconceptions of the ease of learning from computers did not vary significantly by frequency of use, nor during the process of becoming literate in the medium.


1993 ◽  
Vol 11 (1) ◽  
pp. 05
Author(s):  
Janet Carroll ◽  
Sheena Gardner

The paper reports on an exploratory study of the acquisition of specific content vocabulary, discourse connectives and grammatical knowledge over time by instructed adult L2 learners. A major objective of the study was the development of an appropriate methodology and instruments for classroom research on these questions. The study followed 37 intermediate level ESL students through one semester, including one class in a theme based program centered on comprehension activities, and a comparison class in a four-skill program. Findings are reported and discussed in terms of the methodology and instruments developed and adapted for the study, and of learning outcomes for the two groups. The instruments proved to be largely appropriate for our purposes. The findings indicate that gains on grammatical knowledge measures were somewhat greater for the four-skill class, while the comprehension-based demonstrated greater gains in vocabulary knowledge (both discourse connectives and content words).


Author(s):  
David Easdown ◽  
George Papadopoulos ◽  
Collin Zheng

In a study from 2008 to 2009, academics at the University of Sydney initiated the gathering and preliminary analysis of qualitative and quantitative evidence, supporting the claim that students undertaking first year mathematics units of study achieve superior learning outcomes, and experience higher overall course satisfaction, by completing units at summer school rather than during term-time. This article includes a follow-up study, focusing on two fundamental mathematics units of study taken by students at the University of Sydney over the period 2007 to 2014. We consider the relative performance of students who failed one or both of these units in term-time and then attempted the unit or units again at the Sydney Summer School. The median increase in numerical grades, in the order of ten to fifteen percentage points, appears to be significant, and often translates, in individual cases, to one or more qualitative leaps upwards, from superficial towards deep learning, in terms of phases in the SOLO taxonomy, or in terms of successful navigation through liminal space, in the theory of threshold concepts.


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