Transcript Solo PPt
Biggs & Collis (1982) SOLO Taxonomy Overview and ideas for use Robin Trangmar Coleg Llandrillo What is it? SOLO Structure of the Observed Learning Outcome A means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they got right (Biggs, 2011) SOLO TAXONOMY (after Biggs and Collis 1982) Levels of understanding displayed as the student learns Indicative Verbs Phase of learning Extended Abstract Student conceptualizes at a level extending beyond what has been dealt with in the actual teaching. Can generalize to a new area. Theorise Generalise Hypothesise Reflect Qualitative Phase The detail in the responses becomes integrated into a structural pattern. Relational Indicate orchestration between facts and theory, action and purpose. Understanding of several components which are integrated conceptually. Can apply the concept to familiar problems or work situations Compare/contrast Explain causes Analyse Relate Apply Multi-structural Indicates understanding of boundaries but not of systems. Understanding of several components but the understanding of each is discreet. Disorganised collection of ideas or concepts around an issue. Has not been able to relate the items in the list. Enumerate Describe List Combine Do algorithms Uni-structural Concrete, minimalistic understanding of an area. Focuses on one conceptual issue in a complex case. Identify Do simple procedure Pre-structural No understanding demonstrated. Misses the point Quantitative Phase The amount of detail in the student’s response increases. SOLO TAXONOMY (after Biggs and Collis 1982) Define Identify Do simple procedure Prestructural Unistructural Define Describe List Do algorithm Combine Multistructural Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Relational Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect Extended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Define Identify Do simple procedure Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Surface Learning Prestructural Unistructural Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect Deep Learning Multistructural Relational Extended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Misses the point! Prestructural SOLO TAXONOMY (after Biggs and Collis 1982) Who painted Guernica? Prestructural Unistructural SOLO TAXONOMY (after Biggs and Collis 1982) Outline at least two compositional principles that Picasso used in Guernica. Prestructural Unistructural Multistructural SOLO TAXONOMY (after Biggs and Collis 1982) Relate the theme of Guernica to a current event. Prestructural Unistructural Multistructural Relational SOLO TAXONOMY (after Biggs and Collis 1982) What do you consider Picasso was saying via his painting of Guernica? Prestructural Unistructural Multistructural Relational Extended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Misses the point! Who painted Guernica ? Prestructural Unistructural Outline at least two compositional principles that Picasso used in Guernica. Relate the theme of Guernica to a current event. Multistructural Relational What do you consider Picasso was saying via his painting of Guernica? Extended abstract Application Curriculum design Designing effective learning outcomes Formative Structuring questions to encourage deeper learning Differentiating learning tasks Summative Assessing the level of understanding more effectively Reflective Journals Dissertations Presentations More information Tait Coles @Totallywired77 http://taitcoles.wordpress.com/ References • Biggs, J., (1999). Teaching for Quality Learning at University. Buckingham: SRHE/Open University Press. • Biggs, J., & Collis, K., (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press. • Biggs, J., (2011) Solo Taxonomy. Available at http://www.johnbiggs.com.au/solo_taxonomy.html downloaded 7 February 2012 References Biggs, J., (2011) Solo Taxonomy. Available at http://www.johnbiggs.com.au/solo_taxonomy.html downloaded 7 February 2012 Hattie, J., & Brown, G., (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report 43, University of Auckland/Ministry of Education. Available at http://www.tki.org.nz/r/asttle/pdf/technicalreports/techreport43.pdf Acknowledgements Graphics (Slide 4-11) developed from a PowerPoint set originally by the Ministry of Education, New Zealand http://keycompetencies.tki.org.nz/content/downloa d/675/4839/file/SOLO%20explained%20ppt.ppt