Transforming taxonomies into rubrics: Using SOLO in social science and inclusive education

Rembach, Lauren; Dison, Laura

doi:10.18820/2519593x/pie.v34i1.6

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…The SOLO framework helps designers to discover instances in which instruction components (curriculum, activities, assessment tools, etc.) might need to be revised (Rembach & Dison, 2016). Such an analysis of curriculum allows the identification of skills that students are lacking; therefore, it enables to identify the skills that should be included in the curriculum in a coordinated way (Langer, 1984).…”

Section: Discussionmentioning

confidence: 99%

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Aksoy

2021

JLLS

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Reading skill is important to improve children's higher-order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That's why this study aimed to investigate the cognitive levels of reading outcomes included in the Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by the Teaching and Education Board of the Ministry of National Education in 1981, 2006, and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While the uni-structural level has been decreasing over the years, relational and extended abstract levels have increased. Even if an extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is the reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills.

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Section: Discussionmentioning

confidence: 99%

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Aksoy

2021

JLLS

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“…In a sense ERTL necessitates a paradigm shift when thinking of curriculum inclusivity. Jantjies [44] states that societal problems and challenges do not come neatly packaged to fit into disciplinary thinking, it requires disruptions through careful considerations. As such, all three participants stated that curriculum implementation during ERTL provided opportunities for rethinking and reimagining traditional modes of teaching and learning in ways that foster engagement.…”

Section: Opportunities For Inclusive Curriculum Implementationmentioning

confidence: 99%

Practices, Challenges, and Opportunities of Inclusive Curriculum Implementation during COVID-19: The Case of One Teacher Education University in South Africa

Pillay¹

2022

ujer

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By mid-March 2020, major business and education institutions had been closed down. Emergency remote teaching and learning (ERTL) became the modus operandi, a solution that affected the most socially disadvantaged students in order to reduce the loss of learning time. This study explored teacher educators' practices, challenges, and opportunities of inclusive curriculum implementation in an ERTL programme during the COVID-19 pandemic. Using a qualitative case study approach, data were obtained using semi-structured interviews via WhatsApp and focus group interviews through Microsoft Teams. Three female teacher educators who teach at the undergraduate level in The School of Education at one higher education institution in Gauteng, South Africa have been purposively chosen. The findings suggest that careful selection and sequencing of curriculum content and consideration of spatiality and assessment practices can offer possibility and hope for a blended approach to teaching and learning beyond 2020. However, in charting a way forward, curriculum implementers need to consider the needs of learners and commit to principles of inclusion, social redress and justice within the higher education context. Curriculum implementers need to be much more deliberate and add a sense of urgency to meet the diverse needs of students in a responsive way. Nevertheless, even these challenges offer opportunities to rethink curriculum innovation and routines, and to reimagine and recreate human institutions. The paper concludes with a discussion on the implications of these findings for curriculum implementation at higher education institutions. The findings also have the potential to ignite debate as it relates to re-imagining the purpose of curriculum and education.

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“…Hypothesising that the SOLO taxonomy accurately reflects a student's level of thinking, Rembach and Dison (2016) piloted the use of the SOLO taxonomy as a strategy to develop pre-service teachers' disciplinary literacy in the social sciences and in inclusive educational contexts. Familiarising students with the rubric based on the SOLO taxonomy enabled the researchers to gain an insight into students' knowledge construction by encouraging higher order thinking and critical engagement with the discipline (Rembach and Dison 2016). They argue that the strength of the SOLO taxonomy lies in its approach to the complexity of human knowledge acquisition that embraces both content and context.…”

Section: Literacy Assessmentmentioning

confidence: 99%

“…However, this is only possible when the assessment tasks are not matched to the learning outcomes in a formulaic way. Otherwise, there is a risk of the mechanical use of the taxonomy to help them create their responses to the assessment task (Rembach and Dison 2016).…”

Section: Literacy Assessmentmentioning

confidence: 99%

SOLO taxonomy as EFL students’ disciplinary literacy evaluation tool in technology-enhanced integrated astronomy course

et al. 2019

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Whilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students' disciplinary literacy development. This SOLO taxonomy was trialled in a STEM integrated astronomy course enhanced with a digital storytelling approach. Data were collected from adolescent EFL students' written responses in their pre-and post-Astronomy Diagnostic Test. The results show a positive change in participants' science disciplinary literacy development and contribute to the understanding of the EFL/ESL students' science disciplinary literacy development and assessment.

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Transforming taxonomies into rubrics: Using SOLO in social science and inclusive education

Abstract: Designing assessment rubrics has become an important pedago gical practice for lecturers in the Wits School of Education (WsoE)

Cited by 7 publications

References 4 publications

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Practices, Challenges, and Opportunities of Inclusive Curriculum Implementation during COVID-19: The Case of One Teacher Education University in South Africa

SOLO taxonomy as EFL students’ disciplinary literacy evaluation tool in technology-enhanced integrated astronomy course

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