Solo Taxonomy-2 -

8/18/2019 Solo Taxonomy-2 -

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SOLO TAXONOMY

PRESENTED BY

Dr. Muhammad Shakir


2/24

Background to the new exam

system n !""# $rade # and $rade % &xams

were conducted 'y D( )&&* +esu,t more than -# Discussion with /N0&1

2uestion (a3ers 2ua,ity 'e,ow 44 A,, districts 5ai,ed in de6e,o3ment o5

2ua,ity &xams. 3a3ers


3/24

Background to the new exam

system nternationa, Tender 5or

de6e,o3ment o5 3a3ers No one was ready to he,3 S3ecia, re7uest to /N0&1

Two Austra,ians (ro6ided Su33ort Dr.8en Dr.Ted +edden


4/24

SOLO Taxonomy Biggs and 0o,,is de6e,o3ed the

SOLO Taxonomy in 9-%!. n !"":

on,y - countries were using thisa33roach.

(akistan is at 9"th 3osition in use o5

this Taxonomy.


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SOLO TaxonomyStructure of

Observed

Learning

Outcomes


6/24

+e7uirement 5or

generation o5 O'ser6edLearning Outcome9.8now,edge

!.Ski,,


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Levels of responses in SOLO

TAXONOMY

There are a num'er o5 ;,e6e,s< at which we canc,assi5y a student res3onse to an examination

7uestion

Pre-structual Uni-structural .

Multi structural Relational .Eten!e! a"stract

.


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/ni=structura, This set o5 res3onses uses on,y one

re,e6ant e,ement o5 data 5rom the

stimu,us item. A 5eature o5 res3onses at this ,e6e,

is the desire to c,ose 7uick,y and to

ignore inconsistencies that mayresu,t 5rom the res3onse


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Mu,ti structura,

9>! The ,earner at this ,e6e, can use mu,ti3,edata e,ements? 'ut the e,ements are notintegrated.

@ence the res3onse can consist o5 anum'er o5 discrete c,osures.

Ty3ica, o5 these res3onses wou,d 'e the

5o,,owing o5 strict a,gorithmic 3roceduresthat in6o,6e a num'er o5 ste3s. @owe6er?i5 a sing,e ste3 was 5orgotten? or an errormade? the res3ondent wou,d 'e una',e to

reconstruct the a,gorithm.


10/24

Mu,ti structura,

!>! This ,ack o5 an o6er6iew o5 the

data e,ements and their

re,ationshi3s makes the res3onse3atterns inherent,y unsta',e andthus considera',e 6aria'i,ity may

'e ex3ected 5rom chi,drenres3onding at this ,e6e,.


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+e,ationa, A re,ationa, res3onse reects the a'i,ity to

integrate the e,ements and o3erations o5 the7uestion in a way that ena',es an o6er6iew o5 the

stimu,us item 0hi,dren using an a,gorithm at this ,e6e, wou,d 'e

a',e to check 5or errors and inconsistencies? andwou,d 'e a',e to reconstruct missing e,ements o5

the a,gorithm. 1eatures o5 res3onses at this ,e6e, inc,ude the

a'i,ity to re6erse o3erations and the set o5

e,ements used are interna, to the system


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&xtended a'stract The use o5 data e,ements externa,

to the system is a 5eature o5 an

extended a'stract res3onse. The genera,isation o5 the e,ements

takes account o5 new and more

a'stract 5eatures.


13/24


14/24

Suita'i,ity in 1ie,d

T e c

h n o c r a

t e

c i e

n t i

t M a

n a g e r s

1 o r c e s

S k i , , e d

L a ' o u r

L

a ' o u r

T e a

c h e

r + e

s e a r c

h e

r


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#ND#$ATORS %OR $LASS#%#$AT#ON O%RESPONSES

Level ofOutco&e

#n!icators

9 (restructura, /se o5 irre,e6ant in5ormation? or nomeaning5u, res3onse

! /nistructura, 1ocuses on one re,e6ant as3ect on,y.

4 Mu,tistructura, 1ocuses on se6era, re,e6ant as3ects? 'utthey are not co=ordinated together.

+e,ationa, The se6era, 3arts are integrated into a

coherent who,eC detai,s are ,inked toconc,usion meaning understood

# &xtendedA'stract

Answer genera,ises the structure 'eyondthe in5ormation gi6enC @igher order3rinci3,es are used to 'ring in a new and'roader set o5 issues


16/24

(ro3erties o5 SOLO +ote ,earned res3onses ha6e no ,e6e, 1or e6ery new task you wi,, need to 3rogress

through each ,e6e,. You may use ex3eriences 5rom one task to assist

in mo6ing through ,e6e,s in another re,ated task. You cannot res3ond at ,e6e, N un,ess you ha6e

mo6ed through ,e6e, N=9 Teachers sometimes use strategies that ,ead to

;,e6e, reduction


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&xam3,e 9Ee can use SOLO to de6e,o3 a

marking sca,e 5or o3en ended

res3onses

magine the essay to3icC

Ehat did on the weekend


18/24

Ehat did on the weekend/ni=structura,

On the weekend went to grandma


19/24

Ehat did on the weekendMu,ti=structura,

went to grandma


20/24

Ehat did on the

weekend.+e,ationa,

Ee were going to the 'each 'ut it startedto rain so we decided to go tograndma


21/24

2uestions ,eading towards

/ni Structura, +es3onse Add #F: Make a 5raction /sing ! and 4 Ehich is so,6ed Grst

a* H I

'* J Kc* ) *

d*


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Mu,ti Structura, +es3onse So,6e !F4 x #

Erite 5raction 5or shaded 3ortion

n which order 'rackets shou,d 'e so,6eda* H I? ) *? J K

'* J K? ) *? H I

c* H I? J K? ) *

d* ) *? J K? H I


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+e,ationa, +es3onses A 3erson went to market he 3urchased 4

a33,es at the rate o5 # ru3ees 3er a33,e.

A5ter 3urchase he has ! ru3ees in his3ocket . 1ind the amount with which hewent to market

So,ution 5or the ex3ression 9" F HJ ) # F * x ! K F 4 I is

a* 4!

'*

c* 4

d* :

M ki S h i SOLO 1 $#


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Marking Scheme in SOLO 1or $# $%Le6e, o5 +es3onse Structure Marks

Eten!e!A"stract 9"

Relational %

:=

Multi structural # !=

Uni structural 9Pre structural "

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Solo Taxonomy-2 -