Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning.
The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history.
The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions.
The publication is a vital source of data for educators interested in the SOLO taxonomy.
Inhalt
Preface
I The Structure Of The Observed Learning Outcome
1 The Evaluation of Learning: Quality and Quantity in Learning
Evaluating Quality Versus Quantity: An Example
Evaluation and Instruction
Summary and Conclusions
2 Origin and Description of the SOLO Taxonomy
General Intellectual Development and the Growth of Quality
The Piagetian Stages of Development
Some Assumptions and Applications of Stage Theory
From Developmental Stage to Levels of Learning Quality
Description of the SOLO Taxonomy
A Paradigm for Obtaining SOLO Responses
Summary and Conclusions
II Applying The Taxonomy To Various Teaching Subjects
3 History
The General Application of SOLO to History
Suitability of Items
Implications for the Teaching of History
Summary and Conclusions
4 Elementary Mathematics
Numbers and Operations
Implications for the Teaching of Mathematics
Summary and Conclusions
5 English
Appreciation of Poetry
Reading
Creative Writing
Implications for the Teaching of English
6 Geography
Interpreting a Map and Drawing Conclusions
Accounting for Change in Areal Characteristics from a Written Description
Explaining Natural Phenomena
Drawing Conclusions from a Picture of an Area
Further Research in Geography and Social Science Education and SOLO
Implications for the Teaching of Geography
7 Modern Languages
Translation from French to English
Forming Rules from Specific Instances
Implications for the Teaching of Foreign Languages
Summary of Some Related Research Findings
Summary and Conclusions
III General Educational Implications
8 The Place of the Taxonomy in Instructional Design
Teacher Intentions
Curriculum Analysis
Instructional Processes
Evaluation
Remediation
Summary and Conclusions
IV Further Issues: Methodological Aspects Of The SOLO Taxonomy And Implications For Psychological And Educational Theory
9 Some Methodological Considerations
Reliability
Validity
Processes Used in Arriving at Various SOLO Levels
Alternative Formats for Obtaining SOLO Responses
Summary and Conclusions
10 Implications for Psychological Theory from Relational to Extended Abstract
Development Stage
Learning Cycles
Applications to Other Areas of Psychology
General Summary and Conclusions
References
Subject Index