The SOLO Taxonomy as a means of shaping and assessing learning in higher education
Data(s) |
1995
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Resumo |
This paper is a discussion of the use of the SOLO (Structure of Observed Learning Outcomes) Taxonomy (Biggs & Collis, 1982, 1989; Biggs, 1991, 1992a, 1992b; Boulton‐Lewis, 1992, 1994) as a means of developing and assessing higher order thinking in Higher Education. It includes a summary of the research into its use to date as an instrument to find out what students know and believe about their own learning, to assess entering knowledge in a discipline, to present examples of structural organization of knowledge in a discipline, to provide models of levels of desired learning outcomes, and in particular to assess learning outcomes. A proposal is made for further research. |
Identificador | |
Publicador |
Routledge |
Relação |
DOI:10.1080/0729436950140201 Boulton-Lewis, Gillian M. (1995) The SOLO Taxonomy as a means of shaping and assessing learning in higher education. Higher Education Research and Development, 14(2), pp. 143-154. |
Fonte |
Faculty of Education |
Palavras-Chave | #130103 Higher Education #HERN |
Tipo |
Journal Article |