Application of the SOLO taxonomy
المؤلف:
Cathy S.P. Wong
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P6-C1
2025-05-23
1225
Application of the SOLO taxonomy
Biggs and Collis (1982) have demonstrated how the SOLO taxonomy can be applied to a variety of subjects, from poetry to elementary mathematics. Studies have also shown that the SOLO taxonomy is useful in a number of disciplines (Boulton-Lewis, 1994; Campbell et al., 1998; Chick, 1998; Burnett, 1999; Lake, 1999; Chan et al., 2002).
To examine beliefs about learning, Boulton-Lewis (1994) uses the SOLO taxonomy. Based on the one-page statements collected from 21 lecturers and 869 students across 5 faculties in the Queensland University of Technology, she finds that the SOLO taxonomy has provided a useful model for deriving different levels of knowledge of learning.
Campbell, Smith and Brooker (1998) have demonstrated how, through the application of the SOLO taxonomy, the different conceptual structures of essay writing can be differentiated among learners. Thus, clearer instructional goals can be geared towards improving students' essay writing skills.
The complexity of mathematical cognition can also be characterized by the SOLO taxonomy (Chick, 1998). Her study shows that "mathematical research outcomes, indicative of formal-2 cognition, can be depicted using a mapping procedure and then evaluated for structure and complexity using the SOLO taxonomy" (Chick, 1998, p.24).
In Burneet’s (1999) study, the taxonomy is applied to assess the structure of learning gained from counselling.
From the written responses of 35 clients on the benefits from counselling, it is found that a set of expanded SOLO indicators offers a promising and exciting way to view the outcomes of counselling within a learning framework.
Lake (1999) reports on how the SOLO taxonomy has been adapted to teach tertiary students to read meaning into graphs and tables. By designing a four-step template of generalized questions based on SOLO, the author can "not only promote a better understanding of specific biological concepts, but also provide students with a useful tool to develop their underlying scientific competency and critical numeracy" (Lake, 1999, p.197).
Chan, Tsui, Chan and Hong (2002) compare three educational taxonomies: the SOLO taxonomy, Bloom's taxonomy, and the reflective thinking measurement model. Two empirical studies on 28 postgraduate students of the Hong Kong Polytechnic University were carried out to investigate which of the three taxonomies is more suitable for assessing students' cognitive learning outcomes. Results show that, in spite of the conceptual ambiguity inherent in the SOLO taxonomy, it is suitable for "measuring cognitive attainment of students of different classes, subjects, levels and with different assignment requirements" (Chan et al., 2002, p.518).
The applicability of the SOLO taxonomy is well illustrated by the above studies.
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