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Solo-Taxonomy.pptx
- 1. Re-Skilling of Teachers onTest Constructions
- 2. Pablo B. Matel SOLOTAXONOMY
- 3. What is SOLO? Structureof the Observed Learning Outcome It was first described by Kevin Collis and John Biggs in 1982 in their book Evaluating the Quality of Learning: The SOLO Taxonomy.
- 4. Why is SOLOTaxonomy useful? It helps learners reflect meaningfully on the next levels in their learning. It helps instructors to thoughtfully design learning experiences and learning intentions. It is used by the teachers and students together. It makes it convenient to identify and implement effective success criteria.
- 5. Why is SOLOTaxonomy useful? It offers feedforward and feedback for the learning outcomes. Students understand the reasons for everything they do and realize improvements are due to their own strategies. It shows the difference between deep and surface understanding, helping learners understand where they are on that spectrum, and what they must do to progress.
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- 9. Remember Understand ApplyAnalyze Evaluate Create Factual List primary and secondary colors. Summarize features of a new product. Respond to frequently asked questions. Select the most complete list of activities. Check for consistency among sources. Generate a log of daily activities. Conceptual Recognize symptoms of exhaustion. Classify adhesives by toxicity. Provide advice to novices. Differentiate high and low cultures. Determine relevance of results. Assemble a team of experts. Procedural Recall how to perform CPR. Clarify assembly instructions. Carry out pH tests of water samples. Integrate compliance with regulations. Judge efficiency of sampling techniques. Design efficient project workflow. Metacognitive Identify strategies for retaining information. Predict one’s response to culture shock. Use techniques that match one's strengths. Deconstruct one's biases. Reflect on one's progress. Create a learning portfolio. RBT + KD
- 10. IDENTIFYING RBT &KD MELC: Distinguishes rational function, rational equation, and rational inequality. RBT: KD: Analyze Factual/Conceptual
- 11. IDENTIFYING RBT &KD MELC: Illustrates simple and compound interest. RBT: KD: Remember Factual
- 12. IDENTIFYING RBT &KD MELC: Describes the different markets for stocks and bonds. RBT: KD: Understand Conceptual
- 13. IDENTIFYING RBT &KD MELC: Calculates the present value and period of deferral of deferred annuity. RBT: KD: Apply Procedural
- 14. WRITING TEST ITEM Prime:What is the present value of the deferred annuity? Stimuli: Mr. Y availed an installment plan that is deferred for six months paying ₱1,500 every three months for 8 years at 10% interest compounded quarterly. A. ₱1,500.00 B. ₱12,150.00 C. ₱31,194.54 D. ₱34,519.41
- 15. WRITING TEST ITEM Prime:Which of the following terms are associated to simple interest? Stimuli: Simple interest is a quick and easy method of calculating the interest charge on a loan. A. borrowed, payment, deposit B. future, payment, insurance C. principal, rate, time D. purchase, allocate, acquire
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Editor's Notes
- #7 Biggs and Collis defined the Structure of the Observed Learning Outcomes produced by learners on basis of complexity. Their proposed model explained levels of growing complexity in a learner’s understanding of performance tasks or subjects. There are five stages of understanding of SOLO Taxonomy. It's levels are hierarchal and each level is affected by the previous level and contributes something to it. As well as providing classrooms with a language of learning, the learning verbs can also be used to create assessment tasks. The complexity of student response can be increased as their depth of understanding grows. The student response can be used to develop a coherent understanding of subjects.