![]() ![]() ![]() It is particularly helpful when applied to challenging aspects of learning such as the understanding of concepts and problem-solving(Collis and Romberg, 1991). Evaluation The SOLO taxonomy enables teachers to identify the complexity and quality of thinking expected of and produced by students. It can therefore be used to identify and define curriculum objectives which describe performance goals or targets as well as for evaluating learning outcomes, so that the levels that individual students are performing or operating at can be identified. ![]() It concludes by questioning to what extent CA can be used to align more complex, interdisciplinary based university programs, such as Sustainability Science and Natural Resource Management.The purpose of the SOLO taxonomy is to provide a systematic way of describing how a learner’s performance grows in structural complexity when tackling and mastering a range of tasks. The essay relates Biggs’ work to early influential predecessors, discusses the assessment process, and how CA predominantly is skewed to reinforce cognitive learning on behalf of the affective domain in Bloom’s Taxonomy. It describes Biggs’ notion of teaching as forming a complex whole - a system - where the different components of teaching and learning interact with each other and strive towards a stable equilibrium. Biggs, who together with Kevin Collis, developed the SOLO taxonomy for the qualitative assessment of learning outcomes. The essay focuses on the work by educational psychologist John B. In CA, teaching and learning activities are aligned with intended learning outcomes that need to be adequately assessed. This essay provides a critical reflection on constructive alignmnet (CA) in higher education. ![]()
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