ESH203 Lecture Notes - Lecture 5: Tertiary Sector Of The Economy, Chocolate Cake, Academic Press
9 Jun 2018
School
Department
Course
Professor
Reading
---Biggs+provides+a+summary+of+the+taxonomy+at+the+following+link:+John+Biggs+
SOLO+Taxonomy
•
Structure+of+the
•
Observed
•
Learning
•
Outcomes
•
SOLO+taxonomy+was+also+developed+by+John+Biggs+(who+is+a+Tasmanian!).+It+
stands+for:
•
The+SOLO+taxonomy+has five+levels,+with+each+level+representing+an+
increasing+level+of+complexity+in+relation+to+a+student's+understanding.+
Importantly,+each+level+represents+an+increase+in+both+quantity+AND+quality+
of+thought.+These+levels+are:
Pre-structural: Basically,+the+student+is+still+at+at+the+stage+of+acquiring+pieces+
of+unconnected+information,+which+are+not+organised+in+any+sense+and+make+
no+sense.+If+you+asked,+"what+do+you+know+about+a+sponge+cake?"+and+the+
student+replies+with+either+"what's+a+sponge+cake?"+or+perhaps+describes+a+
chocolate+cake,+then+they+are+at+the+pre-structural+stage.
Uni-structural:+At+this+stage,+simple+connections+are+made,+usually+pretty+
obvious+ones.+There+is+evidence+that+the+student+has+a+very+basic+
understanding+of+the+topic.+For+example,+the+student+replies+"It's+a+particular+
type+of+cake"+,+or+"it's+made+with+lots+of+eggs"+but+cannot+elaborate+further.
Multi-structural:+At+this+stage,+the+student+can+provide+a+number+of+
components+that+are+relevant+and+accurate,+but+does+not+provide+evidence+
that+he+or+she can3make3connections3between3those3components,3or3makes3
some3connections3but3does3not3always3recognise3the3significance3of3those3
connections. For+example,+a+student+might+be+able+to+tell+you+that+a+sponge+
cake+is+particular+type+of+cake,+and+it's+light+and+airy.+They+might+also+know+
that+it's+usually+a+yellow+cake+and+takes+a+long+time+to+make.+But+they+do+not+
tell+you+that+a+sponge+cake+has+a+lot+of+eggs+in+it+and+needs+to+be+beaten+for+a+
long+time+in+order+to+trap+air+to+ensure+that+the+texture+is+light.
Relational:+The+student+is+able+to+demonstrate+his+or+her knowledge+of+a+
multitude+of+components+and+can+relate+ each+of+them+to+the+whole.+They+can+
make+connections+between+facts+and+theory,+and+action+and+purpose.+In+
other+words,+they+see the3ways3in3which3the3different3parts3contribute3to3
the3whole.+That+is,+the+student+can+describe+the+characteristics+of+a+sponge+
cake,+and+how+those+characteristics+have+been+developed.+He+or+she+would+
also+be+able+to+relate+the+characteristics+of+the+sponge+cake+to+other+cakes,+
such+as+a+mud+cake,+and+show+that+they+understand+why+the+textures+are+
different.
Extended3abstract:+Here+the+student+can+generalise+and+transfer+the+
principles+to+other+unrelated+topics.+Usually,+this+will+involve+going+beyond+
what+has+been+taught,+in+other+words,+he+or+she+can transfer3the3learning3to3
other3contexts3and3situations. So,+the+student+might+relate+making+a+sponge+
cake+to+making a+souffle.
Getting'to'the'Level'of'Student'Understanding
---Content+descriptions+and+learning+objectives+detailed+in+curriculum+and+
planning+documents+provide+information+about+what+knowledge+students+are+
to+develop+or+detail+skills+to+apply.
---The+content+descriptions+and+learning+objectives+do+not+describe+to+what+
extent+to+which+the+knowledge+or+
•
skills+are+developed.
---To+determine+this,+a+level+ of+analysis+of+student+work+that+goes+beyond+
recognising+correct+or+incorrect+answers+is+required+during+the+assessment+
process.
Taxonomies'and'Frameworks
---SOLO+taxonomy+(Biggs+&+Collis,+1982)
---Bloom’s+Taxonomy+(Killen,+2013)
---Depth+of+Knowledge+Framework
•
(Webb,+Alt,+Ely,+Cornier,+&+Vesperman,+2005+cited+in+Wortham,+2012)
---5Es+Teaching+and+Learning+Model
https://bscs.org/bscs-5e-instructional-model
Depth'of'Knowledge'Framework
---Level+1+–Recall
---Level+2+-Skill+and+Concept
---Level+3+–Strategic+Thinking
---Level+4+–Extended+Thinking
(picture+in+lecture+on+each+stage)
•
5Es'Teaching'and'Learning'Model
---Engage
---Explore
---Explain
---Elaborate
---Evaluate
•
https://bscs.org/bscs-5e-instructional-model
https://primaryconnections.org.au/about/teaching
SOLO'Taxonomy
---Structure+of+the:+Observed+Learning+Outcomes
---A+means+of+classifying+learning+outcomes+in+terms+of+their+complexity
---Developed+for+assessment+in+the+tertiary+sector+but+useful+for+all+levels+of+
schooling
•
(Biggs,+J.+B.+&+Collis,+K.+(1982).+Evaluating+the+quality+of+learning:+The+SOLO+
taxonomy.+New+York:+Academic+Press.)
Solo'Levels
---Pre-structural+–determine+what+understanding+needs+development+(Non-
statistical,+no+use+of+data,+no+graphical+representation)
---Uni-structural+-initial+introduction+of+one+key+idea+(Knows+the+data+can+be+
used+to+create+a+graphical+representation,+all+the+data+on+one+axis+not+
organised+appropriately)
---Multi-structural+–build+notions+of+multiple+ideas+or+perspectives+(Data+
represented+on+two+axes,+distinguishes+the+temperature+and+time+data+
seperately)
---Relational+–make+connections+among+the+multiple+ideas+and+integrate+
them+together+(Graphical+representation+shows+the+relationship+between+
temperature+and+time)
----Extended+abstract+–apply+the+relational+concepts+to+new+Situations+
(Student+independently+interprets+the+data+in+the+graph+and+uses+the+results+
purposefully+to+make+decisions+about+designing+an+experiment+to+determine+
the+effect+of+an+open+window+on+the+rate+an+ice+cube+melts.)
•
(examples+of+each+on+slides)
Constructive'Alignment
---Questions+to+be+asked:+Do+the+tasks+provide+the+opportunity+for+students+
to+demonstrate+an+understanding+of+the+targeted+outcomes+at+the+full+range+
of+levels+within+the+framework+utilised?
•
---Does+it+matter?
-Yes,+if+you+want+to+assess+at+a+higher+level
-Yes,+if+you+want+to+extend+students+and+offer+differentiated+learning+
opportunities
-No,+if+the+levels+made+possible+cover+the+range+of+understanding+you+are++
targeting
Student'Portfolios
Assessment,+Curriculum+and+Reporting+Authority
----Student+Portfolio+English+Year+6:++
http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English
_6.pdf
•
---Student+Portfolio+Foundation+Year+(Above+Satisfactory):+
http://www.acara.edu.au/curriculum/worksamples/Foundation_Year_English
_Portfolio_Above.pdf
---Student+Portfolio+Mathematics+Year+4+(Satisfactory);+
http://www.acara.edu.au/curriculum/worksamples/Year_4
_Mathematics_Portfolio_Satisfactory.pdf
---Student+Portfolio+History+Year+5+(Below+Satisfactory):++
http://www.acara.edu.au/curriculum/worksamples/Year_5
_History_Portfolio_Below.pdf
•
Week$5-SOLO$Taxonomy$Levels$of$Understanding
Wednesday,+ 2+August+2017
12:11+am
Reading
---Biggs+provides+a+summary+of+the+taxonomy+at+the+following+link:+John+Biggs+
SOLO+Taxonomy
•
Structure+of+the•
Observed•
Learning•
Outcomes•
SOLO+taxonomy+was+also+developed+by+John+Biggs+(who+is+a+Tasmanian!).+It+
stands+for:
•
The+SOLO+taxonomy+has five+levels,+with+each+level+representing+an+
increasing+level+of+complexity+in+relation+to+a+student's+understanding.+
Importantly,+each+level+represents+an+increase+in+both+quantity+AND+quality+
of+thought.+These+levels+are:
Pre-structural: Basically,+the+student+is+still+at+at+the+stage+of+acquiring+pieces+
of+unconnected+information,+which+are+not+organised+in+any+sense+and+make+
no+sense.+If+you+asked,+"what+do+you+know+about+a+sponge+cake?"+and+the+
student+replies+with+either+"what's+a+sponge+cake?"+or+perhaps+describes+a+
chocolate+cake,+then+they+are+at+the+pre-structural+stage.
Uni-structural:+At+this+stage,+simple+connections+are+made,+usually+pretty+
obvious+ones.+There+is+evidence+that+the+student+has+a+very+basic+
understanding+of+the+topic.+For+example,+the+student+replies+"It's+a+particular+
type+of+cake"+,+or+"it's+made+with+lots+of+eggs"+but+cannot+elaborate+further.
Multi-structural:+At+this+stage,+the+student+can+provide+a+number+of+
components+that+are+relevant+and+accurate,+but+does+not+provide+evidence+
that+he+or+she can3make3connections3between3those3components,3or3makes3
some3connections3but3does3not3always3recognise3the3significance3of3those3
connections. For+example,+a+student+might+be+able+to+tell+you+that+a+sponge+
cake+is+particular+type+of+cake,+and+it's+light+and+airy.+They+might+also+know+
that+it's+usually+a+yellow+cake+and+takes+a+long+time+to+make.+But+they+do+not+
tell+you+that+a+sponge+cake+has+a+lot+of+eggs+in+it+and+needs+to+be+beaten+for+a+
long+time+in+order+to+trap+air+to+ensure+that+the+texture+is+light.
Relational:+The+student+is+able+to+demonstrate+his+or+her knowledge+of+a+
multitude+of+components+and+can+relate+ each+of+them+to+the+whole.+They+can+
make+connections+between+facts+and+theory,+and+action+and+purpose.+In+
other+words,+they+see the3ways3in3which3the3different3parts3contribute3to3
the3whole.+That+is,+the+student+can+describe+the+characteristics+of+a+sponge+
cake,+and+how+those+characteristics+have+been+developed.+He+or+she+would+
also+be+able+to+relate+the+characteristics+of+the+sponge+cake+to+other+cakes,+
such+as+a+mud+cake,+and+show+that+they+understand+why+the+textures+are+
different.
Extended3abstract:+Here+the+student+can+generalise+and+transfer+the+
principles+to+other+unrelated+topics.+Usually,+this+will+involve+going+beyond+
what+has+been+taught,+in+other+words,+he+or+she+can transfer3the3learning3to3
other3contexts3and3situations. So,+the+student+might+relate+making+a+sponge+
cake+to+making a+souffle.
Getting'to'the'Level'of'Student'Understanding
---Content+descriptions+and+learning+objectives+detailed+in+curriculum+and+
planning+documents+provide+information+about+what+knowledge+students+are+
to+develop+or+detail+skills+to+apply.
---The+content+descriptions+and+learning+objectives+do+not+describe+to+what+
extent+to+which+the+knowledge+or+
•
skills+are+developed.
---To+determine+this,+a+level+ of+analysis+of+student+work+that+goes+beyond+
recognising+correct+or+incorrect+answers+is+required+during+the+assessment+
process.
Taxonomies'and'Frameworks
---SOLO+taxonomy+(Biggs+&+Collis,+1982)
---Bloom’s+Taxonomy+(Killen,+2013)
---Depth+of+Knowledge+Framework
•
(Webb,+Alt,+Ely,+Cornier,+&+Vesperman,+2005+cited+in+Wortham,+2012)
---5Es+Teaching+and+Learning+Model
https://bscs.org/bscs-5e-instructional-model
Depth'of'Knowledge'Framework
---Level+1+–Recall
---Level+2+-Skill+and+Concept
---Level+3+–Strategic+Thinking
---Level+4+–Extended+Thinking
(picture+in+lecture+on+each+stage)
•
5Es'Teaching'and'Learning'Model
---Engage
---Explore
---Explain
---Elaborate
---Evaluate
•
https://bscs.org/bscs-5e-instructional-model
https://primaryconnections.org.au/about/teaching
SOLO'Taxonomy
---Structure+of+the:+Observed+Learning+Outcomes
---A+means+of+classifying+learning+outcomes+in+terms+of+their+complexity
---Developed+for+assessment+in+the+tertiary+sector+but+useful+for+all+levels+of+
schooling
•
(Biggs,+J.+B.+&+Collis,+K.+(1982).+Evaluating+the+quality+of+learning:+The+SOLO+
taxonomy.+New+York:+Academic+Press.)
Solo'Levels
---Pre-structural+–determine+what+understanding+needs+development+(Non-
statistical,+no+use+of+data,+no+graphical+representation)
---Uni-structural+-initial+introduction+of+one+key+idea+(Knows+the+data+can+be+
used+to+create+a+graphical+representation,+all+the+data+on+one+axis+not+
organised+appropriately)
---Multi-structural+–build+notions+of+multiple+ideas+or+perspectives+(Data+
represented+on+two+axes,+distinguishes+the+temperature+and+time+data+
seperately)
---Relational+–make+connections+among+the+multiple+ideas+and+integrate+
them+together+(Graphical+representation+shows+the+relationship+between+
temperature+and+time)
----Extended+abstract+–apply+the+relational+concepts+to+new+Situations+
(Student+independently+interprets+the+data+in+the+graph+and+uses+the+results+
purposefully+to+make+decisions+about+designing+an+experiment+to+determine+
the+effect+of+an+open+window+on+the+rate+an+ice+cube+melts.)
•
(examples+of+each+on+slides)
Constructive'Alignment
---Questions+to+be+asked:+Do+the+tasks+provide+the+opportunity+for+students+
to+demonstrate+an+understanding+of+the+targeted+outcomes+at+the+full+range+
of+levels+within+the+framework+utilised?
•
---Does+it+matter?
-Yes,+if+you+want+to+assess+at+a+higher+level
-Yes,+if+you+want+to+extend+students+and+offer+differentiated+learning+
opportunities
-No,+if+the+levels+made+possible+cover+the+range+of+understanding+you+are++
targeting
Student'Portfolios
Assessment,+Curriculum+and+Reporting+Authority
----Student+Portfolio+English+Year+6:++
http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_English
_6.pdf
•
---Student+Portfolio+Foundation+Year+(Above+Satisfactory):+
http://www.acara.edu.au/curriculum/worksamples/Foundation_Year_English
_Portfolio_Above.pdf
---Student+Portfolio+Mathematics+Year+4+(Satisfactory);+
http://www.acara.edu.au/curriculum/worksamples/Year_4
_Mathematics_Portfolio_Satisfactory.pdf
---Student+Portfolio+History+Year+5+(Below+Satisfactory):++
http://www.acara.edu.au/curriculum/worksamples/Year_5
_History_Portfolio_Below.pdf
•
Week$5-SOLO$Taxonomy$Levels$of$Understanding
Wednesday,+ 2+August+2017 12:11+am
