Tag Archives: Assessment

SOLO Taxonomy (Biggs & Collis, 1982)

The Structured Overview of Learning Outcomes, SOLO Taxonomy (Biggs & Collis, 1982), provides a common understanding of the learning process through an overview of cognitive learning outcomes. We have introduced this taxonomy to schools with students from 5 to 18 years of age.

SOLO provides criteria that identify the increasing complexity of student performance for understanding when mastering new learning (Biggs 1999, p.37). It is content independent and thus is useful as a generic measure of understanding across different disciplines. In our experience teachers using SOLO can easily, and reliably identify ascending cognitive complexity in individual and collective student learning outcomes.

SOLO describes five levels of student understanding, Refer Figure below.

solo_taxonomy
SOLO 5 Levels of Understanding

At the //prestructural level// of understanding, the student response shows they have missed the point of the new learning. At the //unistructural level,// the learning outcome shows understanding of one aspect of the task, but this understanding is limited. For example, the student can label, name, define, identify, or follow a simple procedure. At the //multistructural level,// several aspects of the task are understood but their relationship to each other, and the whole is missed. For example, the student can list, define, describe, combine, match, or do algorithms. At the //relational level,// the ideas are linked, and provide a coherent understanding of the whole. Student learning outcomes show evidence of comparison, causal thinking, classification, sequencing, analysis, part whole thinking, analogy, application and the formulation of questions. At the //extended abstract level,// understanding at the relational level is re-thought at a higher level of abstraction, it is transferred to another context). Student learning outcomes at the extended abstract level show prediction, generalisation, evaluation, theorizing, hypothesising, creation, and or reflection.

Using visual symbols to represent levels of understanding in SOLO means that coding for complexity of thinking can be undertaken by both student and teacher, allowing “where should we go next?” decisions and thinking interventions to more accurately target student learning needs.

Topic 0020: Assessment vs Evaluation

What is the difference between “assessment” and “evaluation?”

Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. “Formative” assessment is measurement for the purpose of improving it. “Summative” assessment is what we normally call “evaluation.”

Evaluation is the process of observing and measuring a thing for the purpose of judging it and of determining its “value,” either by comparison to similar things, or to a standard. Evaluation of teaching means passing judgment on it as part of an administrative process.

Ideally, a fair and comprehensive plan to evaluate teaching would incorporate many data points drawn from a broad array of teaching dimensions. Such a plan would include not only student surveys, but also self-assessments, documentation of instructional planning and design, evidence of scholarly activity to improve teaching, and most importantly, evidence of student learning outcomes.

Reference: http://www.itlal.org/?q=node/93

 

 

Assessment and Rubric

Assessment of student mastery of content takes many forms. This pages includes support materials for assessments and rubrics for many different assessment products. Those a selected assessments and rubrics that related to art and design. These will expose us with some idea on how designing a good assessment and rubric to enhance the learning outcome.

  1. Content-Analysis-Evaluation-Form-2006
  2. Element of Design Rubric
  3. Design Project Assessment Rubric
  4. Multimedia Project Rubric
  5. Multimedia Project Rubric
  6. Basic Video Rubric
  7. Video Project Rubric
  8. Storyboard Rubric
  9. Reflective Essay
  10. Reflective Essay
  11. Research Paper Rubric
  12. Visual Art Rubrics
  13. Online Discussion and Protocol Rubric
  14. Online Discussion and Development Rubric
  15. Case Study Guideline and Rubric
  16. Evidence-based Writing Rubric
  17. Research Paper Reflection
  18. E-Portfolio Rubric
  19. Teaching Portfolio
  20. Presentation Rubric

Rubric Template

  1. Rubric Template 01
  2. Rubric Template 02

Source taken from: http://www.schrockguide.net/assessment-and-rubrics.html