{"id":2216,"date":"2021-11-15T19:29:49","date_gmt":"2021-11-15T18:29:49","guid":{"rendered":"https:\/\/sola.kau.se\/keeponteaching\/?p=2216"},"modified":"2022-02-14T14:07:31","modified_gmt":"2022-02-14T13:07:31","slug":"larandemal-solo-taxonomin","status":"publish","type":"post","link":"https:\/\/sola.kau.se\/keeponteaching\/larandemal-solo-taxonomin\/","title":{"rendered":"L\u00e4randem\u00e5l: SOLO-taxonomin"},"content":{"rendered":"\n

SOLO-taxonomi f\u00f6r att skriva l\u00e4randem\u00e5l med systematiserade, aktiva verb som beskriver en progression av kunskap, f\u00e4rdighet och f\u00f6rm\u00e5ga.<\/em><\/p>\n\n\n\n\n\n\n\n

Kunskapstaxonomier <\/strong>\u00e4r system f\u00f6r att kunna beskriva kunskaper, f\u00e4rdigheter och f\u00f6rm\u00e5gor, fr\u00e5n enklare till komplexa och sammansatta. De \u00e4r till stor hj\u00e4lp n\u00e4r man t.ex. formulerar l\u00e4randem\u00e5l i kursplanen. Det finns flera taxonomier med detta syfte. <\/p>\n\n\n\n

SOLO-taxonomin av Biggs och Collis (1982) \u00e4r ett alternativ till Blooms taxonomi<\/a> (Som nog \u00e4r mest spridda). SOLO st\u00e5r f\u00f6r Structure of the Observed Learning Outcome<\/strong>. En bra beskrivning av SOLO-taxonomin, med m\u00e5nga bra exempel p\u00e5 hur den kan anv\u00e4ndas praktiskt, finns i Biggs och Tang (2011). <\/p>\n\n\n\n

SOLO-taxonomin \u00e4r uppbyggd som en hierarki av verb<\/strong> som kan anv\u00e4ndas vid beskrivningen av Intended Learning Outcomes (ILO). ILO motsvarar ungef\u00e4r l\u00e4randem\u00e5len i kursplanen. Du kan l\u00e4sa mer om ILO i Konstruktiv l\u00e4nkning som arbetsmetod<\/a>. <\/p>\n\n\n\n

Hierarkin i SOLO-taxonomin \u00e4r indelad i fem niv\u00e5er<\/strong>. Den l\u00e4gsta niv\u00e5n \u00e4r Prestructural<\/strong><\/em>, dvs. den niv\u00e5 d\u00e4r studenten f\u00f6rst\u00e5r och kan anv\u00e4nda de enskilda orden, men d\u00e4r dessa b\u00e4r mycket litet substans. <\/p>\n\n\n\n

N\u00e4sta tv\u00e5 niv\u00e5er har fokus p\u00e5 kvantitativa <\/em>aspekter<\/strong>. Niv\u00e5n Unistructural <\/strong><\/em>syftar p\u00e5 n\u00e4r studenten kan f\u00f6ra enkla resonemang, men bara klarar att hantera en aspekt i taget och p\u00e5 ett ytligt s\u00e4tt. Niv\u00e5n Multistructural <\/strong><\/em>handlar om att klara att presentera detaljerade fakta, men d\u00e4r det brister i f\u00f6rm\u00e5gan att strukturera dem i resonemang. Vid den h\u00e4r niv\u00e5n kan studenten upprepa fakta och l\u00f6sa enkla uppgifter med f\u00f6rutsebara l\u00f6sningar, snarare \u00e4n anv\u00e4nda fakta f\u00f6r att hitta egna l\u00f6sningar. <\/p>\n\n\n\n

De tv\u00e5 \u00f6versta niv\u00e5erna har i st\u00e4llet fokus p\u00e5 kvalitativa <\/em>aspekter<\/strong>. I niv\u00e5n Relational <\/strong><\/em>kan studenten anv\u00e4nda fakta ocks\u00e5 i strukturerade resonemang och dra egna slutsatser. Niv\u00e5n Extended abstract <\/strong><\/em>st\u00e5r slutligen f\u00f6r n\u00e4r studenten kan f\u00f6ra resonemang som g\u00e5r bortom de givna f\u00f6ruts\u00e4ttningarna, t.ex. applicera givna modeller i nya sammanhang. <\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

SOLO-taxonomins hierarki i fem niv\u00e5er. Fritt efter Biggs och Tang (2011, Figur 5.1, sid. 91).<\/p>\n\n\n\n

Referenser<\/h2>\n\n\n\n

Biggs, J. B., & Collis, K. F. <\/strong>(1982). Evaluating the Quality of Learning: The SOLO Taxonomy<\/em>. Academic Press.<\/p>\n\n\n\n

Biggs, J. B., & Tang, C. <\/strong>(2011). Teaching for quality learning at university: What the student does<\/em>. Open University Press.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

SOLO-taxonomi f\u00f6r att skriva l\u00e4randem\u00e5l med systematiserade, aktiva verb som beskriver en progression av kunskap, f\u00e4rdighet och f\u00f6rm\u00e5ga.<\/p>\n","protected":false},"author":60,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[298,286],"tags":[148],"class_list":["post-2216","post","type-post","status-publish","format-standard","hentry","category-bedomning","category-kursmal-2","tag-kursmal"],"_links":{"self":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/2216","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/users\/60"}],"replies":[{"embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/comments?post=2216"}],"version-history":[{"count":18,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/2216\/revisions"}],"predecessor-version":[{"id":3498,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/posts\/2216\/revisions\/3498"}],"wp:attachment":[{"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/media?parent=2216"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/categories?post=2216"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sola.kau.se\/keeponteaching\/wp-json\/wp\/v2\/tags?post=2216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}