A theoretical framework for measuring the quality of student learning in outcomes-based education

Abstract

A Abstract bstractThe most important principles of outcomes-based education (OBE) is that planning, teaching and assessment should focus on helping learners to achieve significant outcomes to high standards. This cannot be achieved without having suitable ways to describe desired learning outcomes and the quality of students' demonstrations of learning. This article outlines a systematic approach to defining outcomes and describing the relationship between learners' responses to assessment items and their levels of understanding. The approach is based on the Structure of the Observed Learning Outcome (SOLO) taxonomy with multimodal functioning ± a means of analysing learner understanding that is based on modes of thinking, forms of knowledge and ways of structuring knowledge.

Comparison of Conceptual Awareness of Urban and Rural Primary Teachers about Solo Taxonomy

“…Killen and Hattingh (2004) found that use of SOLO taxonomy opens up a dialogue between teachers and students and places a clear focus on quality learning.…”

“…According to Killen and Hattingh (2004) a relational response builds on the multi-structural response by using a previously learnt concept to integrate the ideas.…”

“…Hence, the response of the student can consist of a number of distinct closures. Distinctive responses of students would be the following of strict algorithmic procedures that involve a number of steps (Killen & Hattingh, 2004). However, a single step in the level was forgotten or an error made, the student would be unable to reconstruct the algorithm.…”

“…That's because they lay the foundation of the nation on solid grounds. Killen and Hattingh (2004) reported in their study that Structure of Observed Learning Outcome (SOLO) taxonomy make the teachers able to make deduce the things about the understanding of students toward i.e. subjects.…”

Outcomes-Based Education: Is It Right for Social Work?

“…The social work educator should then clarify the skills to be mastered, develop appropriate teaching activities and develop a set of measures for determining whether the skills has been mastered (Larsen, 1980). According to Killen and Hattingh (2004), OBE has four simple principles. These are:…”