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The SOLO Taxonomy applied to undergraduate instruction

机译：SOLO分类法适用于本科教学

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摘要

This study was designed to examine the SOLO Taxonomy of Biggs and Collis in an application to university and college level undergraduate instruction. Its purpose is to examine the SOLO's possible contribution to the field, and to discuss how this new approach fits into the present theoretical perspectives of cognitive psychology and academic instruction. Undergraduate education is fully defined in terms of the goals of the liberal arts curriculum, higher order thought, theories of learning and the students' experience, instructional techniques, and assessment practices. This paper continues with a theoretical evaluation of the SOLO as a valid instrument for instructional design and assessment for undergraduate education. Following this is a presentation of two studies evaluating the effectiveness of this approach compared to traditional methods, in terms of the quality and quantity of learning, as well as its durability of retention. Three college classes of undergraduate psychology were compared, one class receiving instruction with multiple choice examinations only, one with short essay examinations devised according to the SOLO partial credit model, and one class with the same short essay examinations paired with higher levels of explanation, examples and feedback concerning the SOLO. The general conclusion was that use of the SOLO taxonomy results in better student performance on examinations, especially for students of mid-range academic ability, and most markedly on long term retention of course material. This paper concludes with an indepth analysis of the levels of responses that students had attained, and an overall evaluation of the SOLO as an educational tool in undergraduate education.
机译：本研究旨在检查Biggs和Collis的SOLO分类法在大学和学院水平的本科教学中的应用。其目的是研究SOLO在该领域的可能贡献，并讨论这种新方法如何适合当前的认知心理学和学术指导的理论观点。根据文科课程的目标，高阶思想，学习理论和学生的经验，教学技巧和评估实践，对本科教育进行了全面定义。本文继续对SOLO进行理论评估，认为SOLO是用于本科教育的教学设计和评估的有效工具。在此之后，将进行两项研究，以评估这种方法与传统方法相比在学习的质量和数量以及保留的持久性方面的有效性。比较了三门大学心理学本科课程，其中一门仅接受选择测验的指导，一门根据SOLO部分学分模型设计的短文考试，一门课具有相同的短文考试，并附有较高的解释水平，示例和有关SOLO的反馈。总的结论是，使用SOLO分类法可以使学生在考试中表现更好，特别是对于中级学术能力的学生，尤其是长期保留课程材料的学生。本文最后对学生所获得的回应水平进行了深入分析，并对SOLO作为本科教育中的一种教育工具进行了全面评估。

著录项

  • 作者

    Galenza, Bruce Douglas.;

  • 作者单位

    University of Alberta (Canada).;

  • 授予单位 University of Alberta (Canada).;
  • 学科 Educational psychology.;Curriculum development.
  • 学位 Ph.D.
  • 年度 1993
  • 页码 157 p.
  • 总页数 157
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 老年病学;
  • 关键词

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