SOLO Taxonomy
Summary
This describes the importance of assessment every bit a tool for developing an effective learning environs inwards the school. It describes dissimilar levels of competency of the learner too how to prepare seek out items related to these levels.
Learning Outcomes of the Session
· To part the concept of SOLO taxonomy amongst participants
· To assist them sympathise the competency levels every bit given past times SOLO
· To enable them to position the grade of SOLO for each seek out item
· To practise the evolution of seek out items for dissimilar competency levels of SOLO for a unmarried concept of dissimilar subjects
SOLO stands for:
Structure of Observed Learning Outcomes There are 5 ‘level’ at which nosotros tin form a pupil response to an exam question
· Pre – structural
· Uni- structural
· Multi-structural
· Relational
· Extended abstract
Understanding The Level Of Questions too Level of Responses
Pre-structural Level
· Pre-structural is that inwards which students respond to a enquiry inwards a meaningless agency or irrelevantly. Some fourth dimension the children are incapable of responding or do non wishing to respond every bit required from them
· Here is an event of pre-structural grade inwards which the pupil response is a repetition of the question. This indicates the virtually undeveloped or basic grade of learning response.
Question: What is your name?
Answer: What is your name?
Uni-structural
· This laid upward of responses uses exclusively i relevant chemical cistron of information from the stimulus item.
· A characteristic of responses at this grade is the want to closed chop-chop too to ignore variation that may resultant from the response.
Example of Uni – structural Questions
Some examples of questions that volition exclusively allow a Uni-structural answer
1 the symbol of l inwards Roman Numerial is (a) V (b) x (c) L (d) C
2. Circle the right answers. Children take away heed past times (a) teeth (b) Lips (c) Ears (d) Eyes
3. For a balanced economy, how much part of the surface area of a province should locomote nether forests.
4. Write an essay on: “What I did on the calendar week end”
Uni-structural answer
On the calendar week cease I went to grandma’s house
5. Expression 130-20*3 is equal to (a) 70 (b) 110 (c) 330 (d) 60
6. Circle the grouping of words, which are nouns.
(a) That, This, My, His
(b) Tree, Plates, Those, Aress
© Apple, Lion, Umbrella, Monkey
(d) Birds, These, Coats, Those
Multi-structural
· The learner at this grade tin operate multiple information elements, but the elements are non integrated.
· Hence the response tin consist of a publish of discrete closur.
· Typical of these responses would locomote the next of strict algorithmic procedures that involve a publish of steps. However, if a unmarried measurement was forgotten, or an mistake made, the respondent would locomote unable to reconstruct the algorithm.
· This lack of an overview of the information elents too their relationships makes the response patterns unstable too thence considerable variability may locomote expected from children responding at this level.
Example of Multi-Structural Questions
1. Circle the grouping of all rhyming words
(a) Pair, Park, Peak, Pot
(b) Dog, Duck, Dear, Desk
(c) Cup, Put, Hut, Nut
(d) Buy, Cry, Sky, Fly
2. Circle the right answer.
(a) Islam Abad is the working capital alphabetic lineament of Islamic Republic of Pakistan
(b) Islam Abad is the working capital alphabetic lineament of pakistan
(c) Islam Abad is the working capital alphabetic lineament of pakistan
(d) Islam Abad is the working capital alphabetic lineament of Pakistan
3. Which provincial areas of our province are devoid of forests?
4. “what I did on the weekend” question
Multi- Structural answer
I went to grandma’s work solid too I watched football game too played amongst my friends too I had ice-cream on sun too I helped amongst the harvest.
5. Solution of expression 10-(-2-1) is (a) 4 (b) 6 (c) 8 (d) 10
6. A mortal went to marketplace he purchased three apples at the charge per unit of measurement of 5 rupees per apple. After buy he has two rupees inwards his pocket. Find the total amongst which he went to market?
(a) 15 rupees (b) 17 rupees (c) thirty rupees (d) thirteen rupees
Relational
· A relational response reflects the might to integrate the elements too operations of the enquiry inwards agency that enables an overview of the stimulus items
· Children using an algorithm at this grade would locomote able to banking concern check for errors too inconsistencies, too would locomote able to reconstruct missing elements of the algorithm.
· Features of responses at this grade include the might to opposite operations.
· Often an indication of drive too consequence inwards the reply is an indication of relational grade thinking.
Example of Relational Questions
1. Area of shaded part inwards
3 | 3 | 3 |
2 | 2 |
(a) 9 (b) 24 (c) 27 (d) 45
2. If the surface area of rectangular regions is 48 cm2 too its length is 1cm too so its width would be?
3. How did the forests meliorate the environs too assist inwards socio-economic evolution of a country?
4. What is acid rain? What its effects on animals too plants. Why should choice sources of unloose energy locomote used instead of crude too coal to cut down pollution?
5. “What I did on the weekend” (question).
Relational answer
· We were going to the beach but it started to pelting so nosotros decided to acquire to grandma’s house. We were lucky that nosotros decided non to acquire to the beach because the route flooded during the tempest too nosotros would non accept been able to acquire dwelling until the side past times side day.
· Sometimes nosotros cannot determine if a pupil is operating Multi-structurally or relationally only from their answer. We ask to know how they institute their answer.
· Consider 156+93+44
· Is at that topographic point a departure between?
(156+93) too so adding 44 and (156+44) too so adding 93
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