Use cognitive taxonomies such as SOLO as reliable processes for constructing learning objectives that are epistemic aims¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends cognitive taxonomies as reliable processes teachers can use to frame the depth and structure of knowledge targeted in learning objectives. It explains: "The SOLO taxonomy classifies students’ learning into stages from simple (unistructural : one idea/concept; multistructural : several independent ideas/concepts) to more complex ( relational : several integrated ideas/concepts; extended abstract : generalized ideas/concepts that go beyond material presented) levels of understanding." Dr. Jones uses it to move students from multistructural to relational objectives across a unit.

Design Implications¶

Context¶

Requirements¶

• Teachers must consider learners' cognitive capabilities and typical progressions of learning in the domain when applying the taxonomy

Constraints¶

Target Learners¶

• teachers
• undergraduate students in educational psychology

Target Learning Goals¶

• constructing knowledge-focused learning objectives aligned to epistemic aims

Claims¶

• Empirical studies across diverse learner populations show that people's epistemic aims, ideals, and processes are tailored to the information sources and tasks they engage in [+W]

Related Strategies¶

• Use the GRASPS protocol to design performance and authentic assessments
• Develop Observable Criteria

Examples¶

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Key Sources¶

• Fives, Helenrose, Barnes, Nicole, Buehl, Michelle, Mascadri, Julia, & Ziegler, Nathan. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52(4), pp. 270-283. https://doi.org/10.1080/00461520.2017.1323218