1 BLOOM TAXONOMY 2 Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives 1956 - developed by...
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TSL 3112 – LANGUAGE ASSESSMENT TOPIC 5 BLOOM TAXONOMY & SOLO TAXONOMY 1
1 BLOOM TAXONOMY 2 Bloom’s Revised Taxonomy Taxonomy of Cognitive Objectives 1956 - developed by Benjamin Bloom Means of expressing qualitatively different
Blooms Revised Taxonomy Taxonomy of Cognitive Objectives 1956 -
developed by Benjamin Bloom Means of expressing qualitatively
different kinds of thinking Been adapted for classroom use as a
planning tool Continues to be one of the most universally applied
models Provides a way to organise thinking skills into six levels,
from the most basic to the more complex levels of thinking 1990s-
Lorin Anderson (former student of Bloom) revisited the taxonomy to
reflect 21 st Century Learning. As a result, a number of changes
were made - Verbs are used to represent what the learner is to do
at each level. (Pohl, 2000, Learning to Think, Thinking to Learn,
pp. 7-8) 3
Slide 5
WHAT IS 21 ST CENTURY LEARNING? The movement of taking core
curriculum and standards and applying them to global skills. A.The
3 Rs serve as the foundation. B.Life and Career Skills.
C.Incorporation of Learning and Innovation Skills. 1. Critical
Thinking 2. Communication 3. Collaboration 4. Creativity
D.Information, Media, and Technology Skills. 4
Slide 6
Original Terms New Terms Evaluation Synthesis Analysis
Application Comprehension Knowledge Creating Evaluating Analysing
Applying Understanding Remembering (Based on Pohl, 2000, Learning
to Think, Thinking to Learn, p. 8) 5
Slide 7
Change in Terms Categories noun to verb Taxonomy reflects
different forms of thinking (thinking is an active process) verbs
describe actions, nouns do not Reorganized categories Knowledge =
product/outcome of thinking (inappropriate to describe a category
of thinking) now remembering Comprehension now understanding
Synthesis now creating to better reflect nature of thinking
described by each category 6
Slide 8
Changes in Emphasis USE: More authentic tool for curriculum
planning, instructional delivery and assessment Aimed at broader
audience. Blooms Taxonomy was traditionally viewed as a tool best
applied in the earlier years of schooling (i.e. primary and junior
primary years). Easily applied to all levels of education. (
elementary, secondary and even tertiary levels) Revision emphasizes
explanation and description of subcategories 7
Slide 9
Creating Evaluating Analysing Applying Understanding
Remembering BLOOMS REVISED TAXONOMY Creating Generating new ideas,
products, or ways of viewing things Designing, constructing,
planning, producing, inventing. Evaluating Justifying a decision or
course of action Checking, hypothesising, critiquing,
experimenting, judging Analysing Breaking information into parts to
explore understandings and relationships Comparing, organising,
deconstructing, interrogating, finding Applying Using information
in another familiar situation Implementing, carrying out, using,
executing Understanding Explaining ideas or concepts Interpreting,
summarising, paraphrasing, classifying, explaining Remembering
Recalling information Recognising, listing, describing, retrieving,
naming, finding 8
Slide 10
BLOOMS TAXONOMY Behaviors are taught to be cumulative, going
from simple to more complex mental behaviors. Blooms Taxonomy is an
order of learning with six levels. 9
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Blooms Questions Questioning should be used purposefully to
achieve well-defines goals. Bloom's Taxonomy is a classification of
thinking organised by level of complexity. It gives teachers and
students an opportunity to learn and practice a range of thinking
and provides a simple structure for many different kinds of
questions and thinking. The taxonomy involves all categories of
questions. Typically a teacher would vary the level of questions
within a single lesson. 10
Slide 12
Lower and Higher Order Questions Lower level questions are
those at the remembering, understanding and lower level application
levels of the taxonomy. Usually questions at the lower levels are
appropriate for: Evaluating students preparation and comprehension
Diagnosing students strengths and weaknesses Reviewing and/or
summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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Lower and Higher Order Questions Higher level questions are
those requiring complex application, analysis, evaluation or
creation skills. Questions at higher levels of the taxonomy are
usually most appropriate for: Encouraging students to think more
deeply and critically Problem solving Encouraging discussions
Stimulating students to seek information on their own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm 12
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Remembering The learner is able to recall, restate and remember
learned information. Recognising Listing Describing Identifying
Retrieving Naming Locating Finding Can you recall information?
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Remembering cont List Memorise Relate Show Locate Distinguish
Give example Reproduce Quote Repeat Label Recall Know Group Read
Write Outline Listen Group Choose Recite Review Quote Record Match
Select Underline Cite Sort Recall or recognition of specific
information Products include : Quiz Definition Fact Worksheet Test
Label List Workbook Reproduction Vocabulary 15
Remembering: Potential Activities and Products Make a list of
the main events of the story. Make a time line of events. Make a
facts chart. Write a list of any pieces of information you can
remember. What animals were in the story? Make a chart showing Make
an acrostic. Recite a poem. 17
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Questions for Remembering What happened after...? How many...?
What is...? Who was it that...? Can you name...? Find the meaning
of Describe what happened after Who spoke to...? Which is true or
false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)
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Understanding The learner grasps the meaning of information by
interpreting and translating what has been learned. Interpreting
Exemplifying Summarising Inferring Paraphrasing Classifying
Comparing Explaining Can you explain ideas or concepts? 20
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Understanding cont Restate Identify Discuss Retell Research
Annotate Translate Give examples of Paraphrase Reorganise Associate
Describe Report Recognise Review Observe Outline Account for
Interpret Give main idea Estimate Define Understanding of given
information Products include : Recitation Summary Collection
Explanation Show and tell Example Quiz List Label Outline 21
Understanding: Potential Activities and Products Cut out, or
draw pictures to show a particular event. Illustrate what you think
the main idea may have been. Make a cartoon strip showing the
sequence of events. Write and perform a play based on the story.
Retell the story in your own words. Write a summary report of the
event Prepare a flow chart to illustrate the sequence of events.
Make a colouring book. Cut out, or draw pictures to show a
particular event. Illustrate what you think the main idea was. Make
a cartoon strip showing the sequence of events. Write and perform a
play based on the story. Retell the story in your own words. Write
a summary report of the event Prepare a flow chart to illustrate
the sequence of events. Cut out, or draw pictures to show a
particular event. Illustrate what you think the main idea was. Make
a cartoon strip showing the sequence of events. Write and perform a
play based on the story. 23
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Questions for Understanding Can you write in your own words?
How would you explain? Can you write a brief outline...? What do
you think could have happened next...? Who do you think...? What
was the main idea...? Can you clarify? Can you illustrate? Does
everyone act in the way that .. does? (Pohl, Learning to Think,
Thinking to Learn, p. 12) 24
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Applying The learner makes use of information in a context
different from the one in which it was learned. Implementing
Carrying out Using Executing Can you use the information in another
familiar situation? 26
Slide 28
Applying cont Translate Manipulate Exhibit Illustrate Calculate
Interpret Make Practice Apply Operate Interview Paint Change
Compute Sequence Show Solve Collect Demonstrate Dramatise Construct
Use Adapt Draw Using strategies, concepts, principles and theories
in new situations Products include : Photograph Illustration
Simulation Sculpture Demonstration Presentation Interview
Performance Diary Journal 27
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Classroom Roles for Applying Teacher roles Shows Facilitates
Observes Evaluates Organises Questions Student roles Solves
problems Demonstrates use of knowledge Calculates Compiles
Completes Illustrates Constructs Active recipient 28
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Applying: Potential Activities and Products Construct a model
to demonstrate how it works Make a diorama to illustrate an event
Make a scrapbook about the areas of study. Make a papier-mache map
/ clay model to include relevant information about an event. Take a
collection of photographs to demonstrate a particular point. Make
up a puzzle or a game about the topic. Write a textbook about this
topic for others. Dress a doll in national costume. Make a clay
model Paint a mural using the same materials. Design a marketing
strategy for your product using a known strategy as a model.
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Questions for Applying Do you know of another instance where?
Can you group by characteristics such as? Which factors would you
change if? What questions would you ask of? From the information
given, can you develop a set of instructions about? (Pohl, Learning
to Think, Thinking to Learn, p. 13) 30
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Analysing The learner breaks learned information into its parts
to best understand that information. Comparing Organising
Deconstructing Attributing Outlining Finding Structuring
Integrating Can you break information into parts to explore
understandings and relationships? 32
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Analysing cont Distinguish Question Appraise Experiment Inspect
Examine Probe Separate Inquire Arrange Investigate Sift Research
Calculate Criticize Compare Contrast Survey Detect Group Order
Sequence Test Debate Analyse Diagram Relate Dissect Categorise
Discriminate Breaking information down into its component elements
Products include : Graph Spreadsheet Checklist Chart Outline Survey
Database Mobile Abstract Report 33
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Classroom Roles for Analysing Teacher roles Probes Guides
Observes Evaluates Acts as a resource Questions Organises Dissects
Student roles Discusses Uncovers Argues Debates Thinks deeply Tests
Examines Questions Calculates Investigates Inquires Active
participant 34
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Analysing: Potential Activities and Products Design a
questionnaire to gather information. Write a commercial to sell a
new product Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information. Make a family
tree showing relationships. Devise a play about the study area.
Write a biography of a person studied. Prepare a report about the
area of study. Conduct an investigation to produce information to
support a view. Review a work of art in terms of form, colour and
texture. 35
Slide 37
Question for Analysing Which events could not have happened?
If...happened, what might the ending have been? How is...similar
to...? What do you see as other possible outcomes? Why
did...changes occur? Can you explain what must have happened
when...? What are some or the problems of...? Can you distinguish
between...? What were some of the motives behind..? What was the
turning point? What was the problem with...? (Pohl, Learning to
Think, Thinking to Learn, p. 13) 36
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Evaluating The learner makes decisions based on in-depth
reflection, criticism and assessment. Checking Hypothesising
Critiquing Experimenting Judging Testing Detecting Monitoring Can
you justify a decision or course of action? 38
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Evaluating cont Judge Rate Validate Predict Assess Score Revise
Infer Determine Prioritise Tell why Compare Evaluate Defend Select
Measure Choose Conclude Deduce Debate Justify Recommend
Discriminate Appraise Value Probe Argue Decide Criticise Rank
Reject Judging the value of ideas, materials and methods by
developing and applying standards and criteria. Products include :
Debate Panel Report Evaluation Investigation Verdict Conclusion
Persuasive speech 39
Evaluating: Potential Activities and Products Prepare a list of
criteria to judge Conduct a debate about an issue of special
interest. Make a booklet about five rules you see as important.
Convince others. Form a panel to discuss views. Write a letter
to...advising on changes needed. Write a half-yearly report.
Prepare a case to present your view about... 41
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Questions for Evaluating Is there a better solution to...?
Judge the value of... What do you think about...? Can you defend
your position about...? Do you think...is a good or bad thing? How
would you have handled...? What changes to.. would you recommend?
Do you believe...? How would you feel if...? How effective are...?
What are the consequences..? What influence will....have on our
lives? What are the pros and cons of....? Why is....of value? What
are the alternatives? Who will gain & who will loose? (Pohl,
Learning to Think, Thinking to Learn, p. 14) 42
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Creating The learner creates new ideas and information using
what has been previously learned. Designing Constructing Planning
Producing Inventing Devising Making Can you generate new products,
ideas, or ways of viewing things? 44
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Creating cont Compose Assemble Organise Invent Compile Forecast
Devise Propose Construct Plan Prepare Develop Originate Imagine
Generate Formulate Improve Act Predict Produce Blend Set up Devise
Concoct Compile Putting together ideas or elements to develop a
original idea or engage in creative thinking. Products include :
Film Story Project Plan New game Song Newspaper Media product
Advertisement Painting 45
Creating: Potential Activities and Products Invent a machine to
do a specific task. Design a building to house your study. Create a
new product. Give it a name and plan a marketing campaign. Write
about your feelings in relation to... Write a TV show play, puppet
show, role play, song or pantomime about.. Design a record, book or
magazine cover for... Sell an idea Devise a way to... Make up a new
language and use it in an example. 47
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Questions for Creating Can you design a...to...? Can you see a
possible solution to...? If you had access to all resources, how
would you deal with...? Why don't you devise your own way to...?
What would happen if...? How many ways can you...? Can you create
new and unusual uses for...? Can you develop a proposal which
would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)
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Sample Unit : Space Remembering Cut out space pictures from a
magazine. Make a display or a collage. List space words (Alphabet
Key). List the names of the planets in our universe. List all the
things an astronaut would need for a space journey. Understanding
Make your desk into a spaceship, Make an astronaut for a puppet
play. Use it to tell what an astronaut does. Make a model of the
planets. Applying Keep a diary of your space adventure (5 days).
What sort of instruments would you need to make space music? Make a
list of questions you would like to ask an astronaut. Analysing
Make an application form for a person applying for the job of an
astronaut. Compare Galileos telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Evaluating Compare the benefits of living on Earth and the moon.
You can take three people with you to the moon. Choose and give
reasons. Choose a planet you would like to live on- explain why.
Creating Write a newspaper report for the following headline:
Spaceship out of control. Design a space suit. Create a game called
Space Snap. Prepare a menu for your spaceship crew. Design an
advertising program for trips to the moon. 50
Slide 52
Sample Unit : Travel Remembering How many ways can you travel
from one place to another? List and draw all the ways you know.
Describe one of the vehicles from your list, draw a diagram and
label the parts. Collect transport pictures from magazines- make a
poster with info. Understanding How do you get from school to home?
Explain the method of travel and draw a map. Write a play about a
form of modern transport. Explain how you felt the first time you
rode a bicycle. Make your desk into a form of transport. Applying
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about The Little Red Engine
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph. Analysing Make a
jigsaw puzzle of children using bikes safely. What problems are
there with modern forms of transport and their uses- write a
report. Compare boats to planes. Evaluating What changes would you
recommend to road rules to prevent traffic accidents? Debate
whether we should be able to buy fuel at a cheaper rate. Rate
transport from slow to fast etc.. Creating Invent a vehicle. Draw
or construct it after careful planning. What sort of transport will
there be in twenty years time? Discuss, write about it and report
to the class. Write a song about traveling in different forms of
transport. 51
Slide 53
SOLO TAXONOMY 52
Slide 54
53 The SOLO Taxonomy Structure of the Observed Learning Outcome
(Biggs & Collis, 1982) Prestructural Unistructural
Multistructural Relational Extended Abstract Biggs, J. B. &
Collis, K.F. (1982). Evaluating the quality of learning: the Biggs,
J. B. & Collis, K.F. (1982). Evaluating the quality of
learning: the SOLO taxonomy. New York: Academic Press SOLO
taxonomy. New York: Academic Press
Slide 55
Levels of thinking As we know, not all thinking or knowing is
the same. Yet 80% or more of all questions teachers ask (spoken or
written) can be answered with lower-order thinking skills: by
recall or remembering by knowledge by simple handling of a
restricted set of ideas, data, knowledge If we can develop students
higher-order thinking skills this will enhance their metacognitive
abilities and hence their learning. 54
Slide 56
Why use SOLO? SOLO is a true hierarchic taxonomy increasing in
quantity and quality of thought SOLO is a powerful tool in
differentiating curriculum and providing cognitive challenge for
learners SOLO allows teachers and learners to ask deeper questions
without creating new ones SOLO is a powerful metacognitive tool All
asTTle tests have been developed with a minimum of 25% surface and
25% deep questions the balance can be anything 55
Slide 57
SOLO stands for Structure of the Observed Learning Outcomes and
was developed by John Biggs and Kevin Collis. In simple terms, the
taxonomy presents a systematic way to describe how learner
performance grows in complexity when mastering tasks (in an
educational setting). It defines levels of increasing complexity in
a learners understanding of an idea. Learners may not exhibit all
stages. Biggs describes it as a framework for understanding
understanding. It seeks to provide a way to identify connections
that learners make, with each level adding more. What is SOLO?
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The stages of SOLO Prestructural the student acquires bits of
unconnected information that have no organisation and make no
sense. This is not a stage that we want to foster through
questioning so we will not pursue it further Unistructural students
make simple and obvious connections between pieces of information
Multistructural a number of connections are made, but not the
meta-connections between them Relational the students sees the
significance of how the various pieces of information relate to one
another Extended abstract at this level students can make
connections beyond the scope of the problem or question, to
generalise or transfer learning into a new situation 57
Slide 59
Surface and deep thinking Unistructural and multistructural
questions test students surface thinking (lower-order thinking
skills) Relational and extended abstract questions test deep
thinking (higher-order thinking skills) Use of SOLO allows us to
balance the cognitive demand of the questions we ask and to
scaffold students into deeper thinking and metacognition 58
Slide 60
59 The SOLO Taxonomy. Prestructural The task is engaged, but
the work is irrelevant to the objectives to be achieved.
Unistructural Focuses on one or a few points; items unoriginal, say
essentially the same thing. Multistructural Covers several points;
collection of a varied but isolated items; no particular
thrust
Slide 61
60 The SOLO Taxonomy. Relational The points are inter-related;
portfolio presents a coherent view of the students learning.
Extended Abstract The case is embedded in a higher level theory;
generalization made to a new domain; evidence of reflection,
application, creativity and originality
Slide 62
SOLO TAXONOMY (after Biggs and Collis 1982) WHICH ARE YOU?
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UnistructuralMultistructuralRelationalExtended abstract 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 Evaluate
Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO
TAXONOMY (after Biggs and Collis 1982) Prestructural 62
Slide 64
UnistructuralMultistructuralRelationalExtended abstract 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 Evaluate
Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO
TAXONOMY (after Biggs and Collis 1982) Prestructural Type of
Thinking Visual image of the type of Thinking Describing words for
each type of Thinking 63
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What does it mean? Really theres not much there. For example:
Prestructural What do you know about Hardy? Err.. What?? 64
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Unistructural Define Identify Do simple procedure What does it
mean? Theres one idea there. For example: What do you know about
Hardy Err.. Hes an author? 65
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Multistructural Define Describe List Do algorithm Combine What
does it mean? There are a number of ideas. For example: What do you
know about Hardy? He wrote books.. And poems.. He wrote Tess of the
DUrbervilles.. Hes dead? 66
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Relational Compare/contrast Explain causes Sequence Classify
Analyse Part/whole Relate Analogy Apply Formulate questions What
does it mean? There are a number of ideas and links are be made
between these ideas For example: What do you know about Hardy? He
wrote the Emma poems after the death of his wife, although they had
not had a happy marriage. She had opposed his later novels which
caused him to write more poetry in which he explores love and
missed opportunities. 67
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Extended abstract Evaluate Theorise Generalise Predict Create
Imagine Hypothesise Reflect What does it mean? There is a range of
ideas which are linked together plus some knew or extended thinking
is added. For example: What do you know about Hardy? The Emma poems
could be said to follow the psychology of grief, suggesting the
Hardy really did love Emma. Certainly, his inability to name her in
the poems and his reliance on euphemisms for death suggest that he
struggled......to come to terms with her death. It is not unusual
for artists to respond to grief or struggle with some of their
strongest work. An example form a different field is
Shostakovich... 68
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the point hasnt been understood the task has not been worked on
in an appropriate way a too simple way of going about something has
been used bits without any organisation or sense irrelevant
information no meaningful response may appear to be learning, but
just chanting no understanding QUANTITAVE Pre - Structural misses
the point 69
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one aspect of a task is picked up and used maybe a simple,
obvious connection but no significance attached only focuses on one
relevant aspect terms may be used but are not developed further in
any way focuses on one issue in a complex case Uni - Structural
identify, memorise, carry out a simple procedure QUANTITAVE 70
Slide 72
several aspects of a tasked picked up and used, but not linked
aspects of a task are treated independently and additively aspects
like a disorganised list with no relationships recognised a number
of statements that are not built on in any way if there are
connections they are very simple the significance of statements as
a whole is not grasped knowledge telling, cut and paste described
by Biggs as seeing the trees but not the wood Multi - Structural
enumerate, classify, describe, list, combine, do algorithms
QUANTITAVE 71
Slide 73
integration of ideas/aspects of the task into a coherent whole
this is usually seen to be an adequate understanding of a topic
significance of the parts in relation to the whole is recognised
several parts are integrated into a coherent whole details link to
conclusions meaning is understood able to apply a concept to a
familiar situation QUALITATIVE Relational compare/contrast, explain
causes, analyse, relate, apply 72
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connections are made not only within a topic, but beyond it
there is transfer from the specific to the general generalisations
are made beyond the information given new and broader issues are
identified the through the roof notion of the Three Story Intellect
model the Relational level at a higher level of abstraction
QUALITATIVE Extended Abstract theorise, generalise, hypothesise,
reflect, generate 73
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DescriptionLevel of thinking & learning I am not sure about
Prestructural I have one idea about Unistructural I have several
ideas about Multistructural I have several ideas aboutI can link
them to the big picture Relational I have several ideas about. I
can link them to the big picture and look at these ideas in a new
and different way. Extended Abstract SUMMARY OF SOLO 74
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TUTORIAL 1.Compare and contrast Blooms taxonomy and SOLO
taxonomy. 2.Examine a few test items and categorise them according
to Blooms taxonomy. 3.Discuss the elements of each item. 75
REFERENCES Hattie, J.A.C., & Brown, G.T.L. (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/technical-
reports/techreport43.pdfhttp://www.tki.org.nz/r/asttle/pdf/technical-
reports/techreport43.pdf Biggs, J.B. (1999). Teaching for Quality
Learning at University. Buckingham: SRHE/Open University Press.
Biggs, J.B., & Collis, K.F. (1982). Evaluating the Quality of
Learning: the SOLO taxonomy New York: Academic Press. 77