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The
Development of Assessment Criteria Using the SOLO Taxonomy |
The objectives are to:
- To achieve a common practice, an agreed set of
criteria for the Department of English;
- To survey current assessment practices in the
Department of English;
- To apply the criterion-referenced assessment
method: the SOLO (Structure of Observed Learning
Outcome) taxonomy in enhancing effective teaching
and learning.
Full Version of the Sub-project Proposal
Highlights of project outcome
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Individual interviews were
conducted with 14 teachers of the Department who
have used the SOLO taxonomy for at least a year.
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Results show that teachers find
the SOLO taxonomy helpful in providing them with a
framework to follow, and also in providing a common
platform for assessment of different subjects.
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Teachers point out that the
criteria derived from the SOLO taxonomy need
fine-tuning, and more coordination and discussion is
needed for implementation, and quality assurance
issue need to be addressed in order to make the
assessment criteria a success.
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In short, the views towards the
adoption of the SOLO taxonomy are quite positive in
spite of some practical problems.
Sub-project
Report
Deliverables
- The main findings were presented in the First
Conference on Enhancing Teaching and Learning
through Assessment, The Hong Kong Polytechnic
University, in June 2005.
- This study is published as a book chapter in “Frankland, Steve (Ed) (2007). Views on the
Adoption and Implementation of the SOLO Taxonomy.
Enhancing Teaching and Learning through
Assessment: Experience from the Project. The Assessment Resource
Centre, The Hong Kong Polytechnic University. /
The Netherlands: Springer.”
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