Using SOLO Taxonomy to Enhance Students’ Assessment Literacy in Chinese Language Reading Comprehension (73457)

Session Information: Assessment Theories & Methodologies
Session Chair: Mohammad Ahmadi

Thursday, 23 November 2023 15:10
Session: Session 4
Room: Room 608
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The SOLO (Structure of Observed Learning Outcomes) Taxonomy (Biggs & Collis, 1982) offers a comprehensive framework for curriculum design, classroom activities, and assessment, promoting effective teaching and learning across five levels of understanding. Our study focuses on Singaporean students learning Chinese Language (CL), who encounter challenges in comprehending and analyzing complex passages requiring higher-order thinking skills. Our objective is to investigate the effectiveness of using SOLO Taxonomy rubrics to enhance students' assessment literacy, measured by their ability to generate more sophisticated responses in CL reading assessments.

Over a two-year action research project, we engaged 170 students aged 15 to 18 from four secondary schools and junior colleges in Singapore. Our hypothesis posits that an intervention guided by SOLO Taxonomy principles significantly enhances students' assessment literacy. By employing a SOLO Taxonomy rubric to convey assessment criteria, students effectively leverage feedback to bridge their learning gaps. The rubric facilitates self-assessment and peer-assessment, prompting reflection on comprehension, identification of areas for improvement, and constructive feedback exchange among peers.

Through a pretest-posttest control group design and analysis of quantitative and qualitative data, including student and teacher feedback, we observed a noteworthy improvement in students' comprehension and analysis of complex passages. These findings affirm the practical value and significance of incorporating SOLO Taxonomy to elevate students' assessment literacy in CL reading comprehension. Our research sheds light on how SOLO Taxonomy equips students with the skills to evaluate and advance their own learning progress in this domain.

Authors:
Wei Woon Mok, Orchid Park Secondary School, Singapore
Lan Hong, Dunman High School (Senior High), Singapore
Tan Ching Yeo, Hwa Chong Institution (College Section), Singapore
Jun Wang, Victoria School, Singapore


About the Presenter(s)
Mr. Wei Woon Mok is a Chinese Language Senior Teacher at Orchid Park Secondary School in Singapore. His interests includes assessment literacy, use of AI in education, and blogging about personal development and career guidance.

Connect on Linkedin
https://www.linkedin.com/in/marcusmok

See this presentation on the full scheduleThursday Schedule



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00