ESH203 Lecture Notes - Lecture 6: Cengage Learning, Genetic Drift, Bulgarian Lev
12 Jun 2018
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Department
Course
Professor
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Document Summary
--biggs and collins (1982) developed the solo (structure of observed. Learning outcomes) taxonomy as a systematic way of describing how a learner"s performance grows in complexity when mastering tasks. Performance levels of learners range from the lower end (pre-structural) to the higher end (extended abstract: solo 1: pre-structural level. --the student does not have any kind of understanding, uses irrelevant information and/or misses the point altogether. --the student can deal with one single aspect and make obvious connections. The student can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name or count. --the student can deal with several aspects but these disconnected. He/she is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc. --the student may understand relations between several aspects and how they might fit together to form a whole. The understanding forms a structure and may thus have the competence to compare, relate, analyze, apply theory, explain in terms of cause and effect.
