Implementing Criterion-Referenced Assessment

Towards a model of progression in computational empowerment in education

“…We have chosen to use the SOLO taxonomy as a common language [24], as it is a widely used tool, which provides educators with common ground for formulating learning goals that can be compared across subjects [29]. However, we acknowledge that there are other taxonomies that could be used as a common language, such as e.g.…”

“…However, we acknowledge that there are other taxonomies that could be used as a common language, such as e.g. the BLOOMs taxonmy [25], and we are aware of that the SOLO taxonomy has been criticised for being simplistic and reductionist [29,30]. Still, SOLO is a powerful tool [27], which provides an established and a common language for articulating and discussing learning goals [26], and that has been applied to many different school subjects from poetry and history [31] to science [32] and math [28], but to the best of our knowledge never before to computational empowerment.…”

“…We witnessed this in the interviews, where it was sometimes difficult to agree on the categories of different learning goals. There are however, also arguments for using the SOLO Taxonomy; it is already widely used in education and is a familiar tool for teachers [29]. Further, its simplicity allows learning goals to be formulated precisely and in ways that make them comparable between projects and classes.…”