The structure of observed learning outcome (SOLO) taxonomy: a model to promote dental students’ learning

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The structure of observed learning outcome (SOLO) taxonomy: a model to promote dental students’ learning

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Publication Article, peer reviewed scientific
Title The structure of observed learning outcome (SOLO) taxonomy: a model to promote dental students’ learning
Author(s) Lucander, Henriette ; Bondemark, Lars ; Brown, George ; Knutsson, Kerstin
Date 2010
English abstract
Selective memorising of isolated facts or reproducing what is thought to be required – the surface approach to learning – is not the desired outcome for a dental student or a dentist in practice. The preferred outcome is a deep approach as defined by an intention to seek understanding, develop expertise and relate information and knowledge into a coherent whole. The aim of this study was to investigate whether the structure of observed learning outcome (SOLO) taxonomy could be used as a model to assist and promote the dental students to develop a deep approach to learning assessed as learning outcomes in a summative assessment. Thirty-two students, participating in course eight in 2007 at the Faculty of Odontology at Malmo¨ University, were introduced to the SOLO taxonomy and constituted the test group. The control group consisted of 35 students participating in course eight in 2006. The effect of the introduction was measured by evaluating responses to a question in the summative assessment by using the SOLO taxonomy. The evaluators consisted of two teachers who performed the assessment of learning outcomes independently and separately on the coded material. The SOLO taxonomy as a model for learning was found to improve the quality of learning. Compared to the control group significantly more strings and structured relations between these strings were present in the test group after the SOLO taxonomy had been introduced (P < 0.01, one tailed test for both results). The SOLO taxonomy is recommended as a model for promoting and developing a deeper approach to learning in dentistry.
DOI http://dx.doi.org/10.1111/j.1600-0579.2009.00607.x (link to publisher's fulltext)
Publisher John Wiley and Sons
Host/Issue European Journal of Dental Education;3
Volume 14
ISSN 1396-5883
Pages 145-150
Language eng (iso)
Subject(s) promoting deep approach to learning
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Pedgogical work
Handle http://hdl.handle.net/2043/10654 (link to this page)

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