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The Application of Solo Taxonomy in Writing Module Based on Self and Peer Assessment for Primary Level in Malaysia: A Pilot Study

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International Journal of Academic Research in Business and Social Sciences
Vol. 11, No. 6, 2021, E-ISSN: 2222-6990 © 2021 HRMARS
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The Application of Solo Taxonomy in Writing Module Based
on Self and Peer Assessment for Primary Level in Malaysia:
A Pilot Study
Norhafilah Abdullah, Md. Nasir Masran
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v11-i6/10109 DOI:10.6007/IJARBSS/v11-i6/10109
Received: 01 April 2021, Revised: 28 April 2021, Accepted: 16 May 2021
Published Online: 07 June 2021
In-Text Citation: (Abdullah & Masran, 2021)
To Cite this Article: Abdullah, N., & Masran, M. N. (2021). The Application of Solo Taxonomy in Writing Module
Based on Self and Peer Assessment for Primary Level in Malaysia: A Pilot Study. International Journal of
Academic Research in Business and Social Sciences, 11(6), 186195.
Copyright: © 2021 The Author(s)
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JOURNAL HOMEPAGE
International Journal of Academic Research in Business and Social Sciences
Vol. 11, No. 6, 2021, E-ISSN: 2222-6990 © 2021 HRMARS
187
The Application of Solo Taxonomy in Writing
Module Based on Self and Peer Assessment for
Primary Level in Malaysia: A Pilot Study
Norhafilah Abdullah, Md. Nasir Masran
Faculty of Human Science, Universiti Pendidikan Sultan Idris, Malaysia
Abstract
Students need to know their current levels of thinking and how to progress to the next level
by self-assess themselves. Otherwise, they would constantly demand teachers to spoon-feed
them to achieve a specific level. This is due to the students’ failure to master the lower order
thinking skills level that hinder them from making systematic and strategic progress in their
learning. The aim of this study was to evaluate a feedback of writing module based on SOLO
taxonomy which apply self and peer assessment in their construction of writing development.
To test the reliability of the module, a pilot study for the implementation of the module was
conducted with the help of the English Language teacher who teach the remedial class in the
selected school. The purpose of this pilot study is for ensuring the suitability of the module in
terms of time allocation, clarity of instruction, suitability distribution of sub modules and
organized activities. A total of 30 Year 5 low achiever learners (LAL) in a primary school have
been selected for the pilot study. A set of questionnaires with five constructs consisting of 20
items has been distributed and the means score showed significant accuracy. The item
verification process based on the agreement of seven experts using the Content Validity Index
(CVI) approach received experts (n=7) consensus reliability value (α) = 0.92. The results
indicated that the LAL can adapt the self and peer assessment approach based on SOLO
taxonomy in a short time and proves that the self- peer assessment process can be taught to
the low achiever primary level if supported by opportunities to practice it regularly in an
organized and supportive classroom environment.
Keywords: Self and Peer Assessment, Self-Regulated Learning, Solo Taxonomy, Writing
Development, Low Proficiency
Introduction
Recent changes in Malaysia education have witnessed a new scenario in the methodology of
teaching and learning. Primary schools in Malaysia are also undergoing fundamental changes
in the curriculum and the teaching and learning processes due to the government’s effort in
reviewing and upgrading the education system in our country. The implementation of the
Malaysian Education Blueprint Plan 2013-2025 (MEBP) stresses on student- centered
approaches and holistic development of the individuals. In line with the objective of the
Ministry of Education (MOE) to fulfil the vision of MEBP, teachers were encouraged to apply
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the 21st century teaching and learning pedagogy during their lesson. Thus, the teaching
practice and approach need to be evolved to align with the changes.
A shift from teacher-centered to learner-centered implied assessment as essential part
of the learning process and has to be integrated in the task or activities during the lesson. The
learner centered approach includes active learning, cooperative learning and inductive
learning. Teachers’ role is as facilitator who create a context to motivate the learner by
providing content and resources as well as organizing constructivist learning activities
(Schreurs & Dumbraveanu, 2014). Introducing peer and self- assessment approaches into
English teaching may be quite challenging but beneficial to strengthening the relationship
between teacher feedback and students learning, encouraging student to change the way of
learning and promote lifelong learning. Vygotsky’s theory indicated that the ability of the
young learner to make meaning will be better if they are able to work in an atmosphere where
they can interact with their teacher and classmate before going to their writing alone. The
experience and criticism make they become more aware of themselves (Wertsch, 1985).
However, in the study of the concern of EL teachers towards School Based
Assessment (SBA) conducted by Majid (2011) has found out that although the teacher has
awareness of the SBA implementation but their knowledge and skills in implementing SBA
is still quite poor despite of the guidelines and objectives provided by the ministry. Hence,
she suggested frequent training focusing on time management, students’ exposure to
assessment and techniques or strategies should be done and helpful. Another study by
Sardareh (2018) indicated that using feedback systematically to support learning is
intermittent and teachers are not aware of strategies to implement formative feedback
effectively to enhance students’ learning and use the information in their future instruction.
Therefore, the researcher felt that there is an urge to fulfill the gap in preparing teaching
and learning material based on assessment pedagogy approach. For now, there is no specific
module in current market focusing in self-assessment and peer feedback to enhance writing
proficiency in Malaysian context for teachers’ guidance. The proposed module,
Collaborative-Student Takes Assessment Responsibility (Co-STAR) module was intended as
an example in proposing how collaborative self-assessment and peer feedback approach
could be incorporated in formal learning to assist the low achievers in English Language. The
GALUS (gagal lulus) and GARUK (gagal teruk) students will work collaboratively with their
peers through a few sets of exercises developed based on SOLO taxonomy and writing skills
in the MOE syllabus.
Literature Review
The Framework of Observed Learning Outcomes (SOLO) is a cognitive processing taxonomy
developed in the 1970s by John Biggs and Kevin Collis. Structure of the Observed Learning
Outcome (SOLO) taxonomy categorizes mental function by means of observable quantities
and quality of tasks undertaken or items created by students as a means of enhancing the
quality of examinations and is used in examinations in some countries, particularly Australia
and New Zealand (Kayani, Ajmal, & Rahman, 2010).
There are some benefits of the SOLO framework over the Bloom taxonomy in the
measurement of student learning. These benefits are not only related to item construction
and grades, but also include aspects of the assessment process that pay attention to how
students think, and how teachers formulate teaching procedures to help students use
increasingly more complicated cognitive processes. In 2013, Professor John Hattie identified
SOLO as "the most powerful model for understanding and integrating these levels into
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learning intentions and success criteria." Teachers have discovered that using SOLO in the
classroom is an effective strategy because it allows students to see that their academic
outcomes are related to their actions and methods, rather than to chance or predetermined
skills.
In comparison to the Bloom taxonomy, which appears to be used more by teachers
than by students, SOLO taxonomy can be taught to students in such a way that they can learn
to write significantly more difficult answers or prompts. There is a closer parallel between
how teachers teach and how students learn. Teachers and students frequently switch from
more surfaces to deeper structures, and this is expressed in four levels. The levels should be
viewed in relation to the abilities of the students. Six-year-old students will be taught to derive
basic concepts and propose ideas, albeit evidently at a different degree of abstraction and
description than their older peers. Using the SOLO approach, it is reasonably straightforward
to create objects to test certain abstractions.
Not only does the SOLO taxonomy indicate an aspect writing approach, but the same
taxonomy may be used to score items. Each answer is measured by the marker to evaluate
either the number of ideas or the scale of interrelation (directly related or abstracted to more
general principles). This could contribute to better scoring reliability. Using SOLO taxonomy
really enables teachers and students the chance to go further into learning and analyse
learning as they move through the learning process, regardless of the topic or subject they
are interested with. By reading blogs and study, one of the beneficial benefits of SOLO is that
it makes it easy for teachers to recognize the stages and thus helps guide students through
the process (Hattie, 2008). The SOLO Taxonomy proponent has delved deeper to a simpler
way for students to comprehend that grants them the ability to measure their own learning.
Hattie proposes that instructors should willing to use:
No Idea - equivalent to the prestructural level.
One Idea - equivalent to the unistructural level
Many Ideas - equivalent to the multistructural level
Relate - equivalent to the relational level
Extend - equivalent to the extended abstract
Teachers commonly use SOLO Taxonomy to establish learning outcomes, interactions and
assessments at various levels that help them to evaluate and control their teaching practice
(Mahmood, Ali & Hussain, 2014). Thompson (2007) claimed that the SOLO taxonomy offers a
structure for measuring the consistency of answers and self-learning expectations that
students can meet in order to be at specific stages of learning. Hook and Mills (2011)
concluded that teachers and students are systematically supported by the SOLO taxonomy to
grasp the learning process and learning performance.
SOLO Taxonomy has also been used in evaluations to measure the consistency of
responses of learners, set standards of questions and create learning outcomes (Teaching and
Educational Development Institute, 2015; Groth, 2003). As a result of the general interest of
Asian countries and UNICEF, the East Asia Learning Achievement Report, also known as
EALAS, was launched in Asia to introduce a collaborative strategic activity to evaluate learner
achievement in the region. In order to describe a student's comprehension of a topic at
growing degrees of difficulty, EALAS incorporated the SOLO taxonomy. Some of the selected
schools in nine Asian countries: Mongolia, China, South Korea, Vietnam, Myanmar, Indonesia,
the Philippines, Timor-Leste and the Pacific have successfully carried the pilot
studies. (UNICEF, 2007).
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A new evaluation system based on SOLO taxonomy was implemented in the province of
Punjab, Pakistan, in 2005 to specifically evaluate the consistency of the test system, requiring
teachers to have adequate knowledge of SOLO taxonomy in order to incorporate the
taxonomy into their teaching methods and assessment methods (Mahmood, Ali & Hussain,
2014). In 2007, all universities in Denmark were required to reformulate their curriculum in
which the emphasis on students’ achievement is their ability in accomplishing explicit course
objectives and some universities used SOLO taxonomy as the criteria for the systematic
reformulation of their learning outcomes (Brabrand & Dahl, 2009). In order to empower
learners to be autonomous learners and think critically, New Zealand schools have introduced
SOLO taxonomy into their curricula and pedagogies. (Hook & Mills, 2012).
In Malaysian studies in which SOLO is used to construct test items for pencil-and-paper
tests and interviews in which thought is classified according to SOLO standards, SOLO
taxonomy is often used in evaluating the comprehension and thinking capacity of students
(Lian, Yew & Meng, 2009; Lian & Yew, 2012; Nora & Idris, 2010). A research by Idek, M. S. B.
(2020) to address the potential use of SOLO taxonomy as a model for the construction of
questions in ESL reading comprehension specified the techniques in designing questions
enable students to move from lower level of understanding to higher level of thinking and
there is also a need to generate cognitive conflict, which stimulates students to consider more
alternatives while formulating their opinions based on knowledge gleaned from reading
materials provided to them. It is clearly apparent that SOLO taxonomy has been used
rigorously in assessments to evaluate the level of thought processes as well as in curriculum
content to measure academic achievements. This implies that critical thinking based on SOLO
taxonomy can guide students in developing their thinking pattern and this can possibly be
realized through its application as a questioning technique.
There were studies that showed the feasibility of SOLO taxonomy to be used in language
learning especially in English language teaching. Campbell, Smith, Brooker (1998) concluded
that SOLO taxonomy could enhance students' abilities to write essays by creating specific
objectives based on the SOLO structure. A research undertaken by Solomon (2013) to identify
the impact of teaching on the scholarly writing of graduate students of ESL in the Philippine
Institute. SOLO taxonomy was used to test the students' essays, which involved the evaluation
of their reading comprehension, writing and grammar before and after the experiment. The
students were found to have a poor degree of basic reading and reading comprehension.
In another analysis on the use of SOLO taxonomy in ESL writing, it was discovered that
students need to know their current level of thought and the difference in their thinking skills
and how to step on to the next level, otherwise they will continuously ask teachers to feed
them to a specific level. This is attributed to students' inability to master lower-level thought
skills, which hinders them from making systematic and strategic progress in their learning
(Hyland, 2010). Chan, Tsui, Chan and Hong (2002) studied the implementation of SOLO
taxonomy as an ESL grading system to 28 students at Hong Kong Polytechnic University. They
found that several teachers felt that SOLO could be used extensively to test the mastery of
material and language skills in ESL classes.
The use of SOLO taxonomy in ESL learning has been discussed in many articles. Chan, Tsui,
Chan and Hong (2002) examined the usage of SOLO taxonomy by Hong Kong Polytechnic
teachers for the evaluation and graduation of student assignments in the field of ESL. The
findings of the instructor interviews indicate that there was good feedback on its
implementation with a small need for change. Solomon (2004) analyzed the impact of
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teaching on the writing of ESL students in a tertiary level of education in the Philippines using
SOLO taxonomy and exposed the lack of critical reading skills and low reading comprehension
skill among students.
Freij and Ahlin (2014) investigated the role of the SOLO level in the ability of students to
acknowledge their level of proficiency in ESL writing. The results revealed that students who
did not grasp the lower level of SOLO taxonomy were unable to recognize the difference in
their comprehension and continuously relied on input from teachers. Students need to be
able to differentiate between lower and higher levels of SOLO in order to define their existing
levels and how to transition from that level to the next level. These studies suggest that the
role of SOLO taxonomy in ESL learning has been explored, but the emphasis has been limited
to its role in ESL writing, and SOLO taxonomy has only been used for evaluation and input.
The purpose of this study is therefore to explore the role of SOLO taxonomy in ESL writing, in
order to encourage students' development of thought skills that go beyond simple
understanding of higher order thinking.
Methodology
Co-STAR Module proposes a module on how students can work collaboratively with their peer
through a structured self-assessment and peer feedback practice. It could be incorporated in
formal learning to assist the low achievers in English Language. The excellent and moderate
students will work cooperatively with colleagues through a few sets of exercises developed
based on SOLO taxonomy and writing skills in MOE English syllabus for Year 5. Qualitative and
quantitative data were involved in the phase of need analysis and design of the module
development.
Module Development
This study employs a module development design based on the Sidek’s Module Development
Model (Noah & Ahmad, 2005). This model comprises of two phases: Phase I and II each with
different purposes. The first three steps are the design of the module development and
evaluation which begin with the problem awareness based on the researcher’s experience,
literature review and preliminary study. The existing knowledge and the findings of the survey
were used to provide important criteria to be included in designing and developing the Co-
STAR module. After the draft of the module has been completed, researcher will proceed to
the next step; the evaluation of validity, reliability and effectiveness. To test the reliability of
the module, a pilot study for the implementation of the module was conducted with the help
of the English Language teacher who teach the remedial class in the selected school. The
purpose of this pilot study is for ensuring the suitability of the module in terms of time
allocation, clarity of instruction, suitability distribution of sub modules and organized
activities. If it is proven that this module has high credibility and reliability then it can be
considered as a complete module and is ready to be used.
Module Design
The conceptual model of self-regulation by Butler and Winne (1995) underlying the
development of the Co-STAR module which emphasized the internal and external outcomes
of the self and peer assessment practice. Researcher believes through systematic learning
activities and assessment proposed in the module would help the LAL to improve their essay
writing thus achieve better grade. Besides, it also triggered positive motivation and self-
esteem which encourage independent and self -regulated learning in future. In addition, the
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format of each items in the module were constructed based on five level proponents of SOLO
taxonomy.
The format of this module consists four range of levels from beginner to advance in
order to help the students’ progress in their essay writing. The writing editing checklist is a
guideline and as a tool for the student and peer to assess their writing product. The progress
tracker column is set out as an explicit motivation goals for the student’s self-evaluation. It is
also as a resource for the teachers to track their student’s understanding and gear their lesson
based upon this information.
Table 1. Brief Outline of the Co-STAR Module
Solo Tax. Level
Levels of
Module
Writing Editing
Checklist
(Rubric)
Progress
Tracker
Extend
Advanced
10 stars writing
Level 4
I can teach
someone else
how to do it.
Relate
Intermediate
7 stars writing
Level 3
I can do this on
my own
without help
Many ideas
Pre-
intermediate
5 stars writing
Level 2
I can do this
with help or an
example
One idea
Beginner
3 stars writing
Level 1
I am starting to
get it, but am
still confused
No idea
Beginner
3 stars writing
Level 0
I still don’t
understand
Evaluation
In order to evaluate the content validity of the Co-STAR Module, seven experts from teaching
colleges, universities in Malaysia, School Improvement Specialist Coach and experienced
English teacher with good experience in curriculum design, module development, assessment
and English Language teaching were selected. According to Mullen (2003), the minimum
amount of sample size is adequate with seven experts. Cronbach’s Alpha showed the
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questionnaire composed with 20 items reach acceptable reliability, α = 0.92. Minimum
Cronbach’s Alpha value at α = 0.800 is acceptable for the overall reliability (K S Taber. 2018).
The experts’ reviews of the module content were generally positive with minor suggestions
included:
1) The arrangement of writing activities at each level should be appropriate to the
student level.
2) There should be a division of activities from low to high at each level in the module to
ensure that the module can be used by every student with different ability in the
classroom.
A total of 30 Year 5 low achiever learners (LAL) in a primary school with high
population in Gombak have been selected for the pilot study. The term of LAL in this research
referred to the low achievers who have been identified by their teachers as needing academic
support, whether the students perform poorly on assessments or during classroom work. The
participants were selected by using purposive technique because this method chose only
participants who fulfilled the requirement and objective of the study. A set of questionnaires
with 28 statements has been distributed and the frequencies and respond of the participants
were recorded and analyze in mean and figures in order to present the responses in a more
understandable way.
Table 2. Students’ Responses to Statements of the Beginner, Intermediate and Advanced
Level in the Co-STAR Module.
Below is the description of the responses to each statement in the questionnaire:
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I understand the description of the essay writing activity based on the pictures
provided. The students, responses to this statement are high as the mean score are
4.13, 4.17 and 4.40 for the three levels. This means that the students understand the
instructions contained in the provided activities.
I know and understand the words given. The students’ responses to this statement
are high as the mean score are 4.57, 4.33 and 4.20 for the three levels. This means
that the students agree with this item.
I understand the picture and storyline given clearly. The students’ responses to this
statement are high as the mean score are 4.63, 4.30 and 4.43 for the three levels.
This means that the students can relate the visual stimulus provided with the writing
exercises given.
I can construct sentences based on pictures given using my own words. The
students’ responses to this statement are high but decreased from 4.20 at the
intermediate level to 3.77 at the advanced level. It showed that they do not highly
agree due to lack of vocabulary and proficiency in the language to write a story.
I can construct and write sentences with correct spelling and grammar. The
students’ responses to this statement are high at beginner for 4.40 but decreased to
4.23 and 3.60 for intermediate and advanced levels. This relates to the inability of the
students to acquire grammar skills especially choice of words and spelling which
synonym with the LAL.
I can rewrite the sentences in paragraph. The students’ responses to this statement
are high as the mean score are 4.90, 4.40 and 4.47 for the three levels. This means
that the students agree to a great extent on this item.
I understand the rubric of self-assessment and peer given. The students, responses
to this statement are high as the mean score are 4.20, 4.17 and 4.20 for the three
levels. This means that the students understood on how to assess using the rubric
and the new norm is acceptable.
I can make a self / peer assessment based on the rubric given. The students,
responses to this statement decreased as the mean score are 4.17, 4.13 and 3.97 for
the three levels. This means that although the students understood the rubric (refer
to item no.7) but in term of application; the advanced level rubric is more complicated
which do not achieve their existing knowledge of the writing skills.
I understand the reflection of the writing exercises. The students’ responses to this
statement are descending from 4.73 to 4.57 due to the level of difficulty of the
exercises which relate with their writing ability to construct the essay themselves.
The findings of this questions showed that the major problems faced by the students are lack
of vocabulary and grammar to complete the exercises given due to their low cognitive
capability. In terms of applying the self and peer assessment of feedback, the results were
quite encouraging and they can adapt the skills in a short time. It proves that the self- peer
assessment process can be taught to the low achiever primary level if supported by
opportunities to practice it regularly in an organized and supportive classroom environment.
The SOLO taxonomy not only help students to clearly understand the item in their writing
methodology but the same taxonomy can be used to score the items. Learners can take more
control over their learning by clarification of the learning target and success criteria for
teachers and learners themselves.
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Conclusion
The Co-STAR module which is based on self and peer assessment approach, SOLO Taxonomy
and self-regulation model is hoped to equip the teachers with guidance and effective teaching
tool towards a more organized teaching instructional and sources. Besides, contributing and
bringing the gap for the implementation of self-assessment and peer feedback approaches in
primary school, in order to enhance the LAL writing ability; promote language proficiency via
several approaches to be employed by teachers in the classroom instruction and leads to
pedagogical development in English writing in future.The implementation is also expected to
build grit in students with low self-esteem to enhance their social interaction, more self-
motivated as well as promoting self-regulated learning (lifelong learning).
Corresponding Author
Prof. Madya Md. Nasir Bin Masran
Faculty of Human Development, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim,
Perak, Malaysia.
Email: m.nasir@fpm.upsi.edu.my
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Research
Full-text available
The main objective of this study is to determine how well the SOLO Framework-based assessment measures the students’ achievement and academic performance through comparing with the Bloom’s Taxonomy-based assessment (non-SOLO). This study employed one-group post-test only design wherein the quantitative data were the scores from the 10-item, 30-point SOLO and 30-item, 30-point non-SOLO first quarterly examination for Grade 9 science S.Y. 2022-2023. This study utilized the paired t-test to statistically analyze the significant difference of the learning outcome assessment of the 2 types of assessment. The mean score of SOLO is 18.88 and the standard deviation is 4.42 while the non-SOLO obtained a mean score of 12.72 and a standard deviation of 3.56. Results also showed a two-tail value of 9.46x10-160 which is extremely lower than the p-value of 0.05 indicating that the mean score and SD of SOLO-based assessment is statistically and significantly higher than the mean score and SD of non-SOLO based assessment. This study focuses on the comparative analysis between the SOLO and the non-SOLO assessments. This study supports the use of SOLO-based assessments. This study proved that there were higher number of students who answered the SOLO-based assessment correctly than in non-SOLO based assessment. This indicates that the SOLO-based assessment was proved to be significantly and statistically effective in evaluating the students’ academic achievement better than the Bloom’s Taxonomy-based assessment (non-SOLO). Keywords: SOLO, non-SOLO, Bloom’s Taxonomy, Assessment for Learning, Assessment as Learning.
Article
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The idea of providing students with formative feedback is a crucial part of formative assessment. Teachers need to provide students with feedback that improves their learning. In other words, formative feedback should provide learners with information that help them bridge their learning gap. As formative assessment itself is a newly introduced product in an innovative transformation introduced by the Ministry of Education, Malaysia, it would be particularly interesting to investigate how formative feedback which is the main component of formative assessment is being implemented. To answer this main question, classroom observations were conducted and Focus Group Discussions (FGDs) were carried out with a group of primary school ESL teachers in Malaysia. The results indicated that using feedback systematically to support learning is rare and teachers are not aware of strategies to implement formative feedback to improve students' learning and use the information in their future instruction.
Article
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The study was entitled as “Conceptual awareness of elementary school teachers about SOLO Taxonomy in district Vehari”. The main objectives of the present study were: (1) to find out the understanding of the teachers regarding pre-structural level of SOLO taxonomy. (2) To explore conceptual awareness of teachers about the uni-structural level of SOLO taxonomy. (3) To examine the conceptual awareness of teachers about the multi-structural level of SOLO taxonomy. (4) To find out the awareness of teachers about the relational level of SOLO taxonomy. (5) To analyze the understanding of teachers about the extended abstract level of SOLO taxonomy. The population of the study comprised all the primary teachers in District Vehari. The sample included the primary teachers teaching to primary classes. As many as 272 primary teachers were selected from the Tehsil Vehari through random sampling technique. Questionnaire was constructed with a five point Likert scale and was administered to the sample. The collected data was first tabulated and then analyzed by using the frequency and percentage method. The researcher found that majority of the teachers was confused about the perception of pre-structural level. Most of the teachers have greater thoughtful perception toward first level of SOLO taxonomy, Uni-structural level. The third level of SOLO taxonomy, Multi-structural level is the level that is highly achieved and comprehensible by the primary teachers. The relational level was percept and understood by the primary teacher to a great extent. Primary teachers’ perception about the extended abstract level was reasonable. It also concluded that the problem of conceptual awareness about the levels of Structure of Observed Learning Outcomes (SOLO) taxonomy could be improved but not totally resolved. The major recommendations were that primary teachers may have a dire need of training concerning the levels of SOLO taxonomy. Teachers may educate regarding pre-structural level. DTEs may more focus on relational level of SOLO taxonomy during workshops to educate the primary teachers for better understanding. Primary teachers may be equipped with the related literature and rich material about the levels of SOLO taxonomy. DOI: 10.5901/mjss.2014.v5n23p1135
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The Malaysian government has proposed to implement school-based assessment in public schools in the attempt to replace the current public examinations. However, as school-based assessment has yet to be in full swing, relatively little is known about the concerns of the teachers who would directly be involved in the implementation system. This paper presents the findings from a survey on 40 English teachers who are currently teaching in Malaysian public schools. The items in the questionnaire elicited information on the stages of concerns of the respondents' concern regarding the adoption or implementation of any educational innovation. The constructs are; Indifference, Informational-Personal, Management, Consequence-Collaboration, and Refocusing. It is from these identified constructs that the categories for the questions were built. Findings from the study indicated that the respondents were concern about the innovation and that their concerns were multidimensional regardless of their experience in the innovation. The findings are not only enlightening to the Malaysian English themselves, but also to the professional development trainers in monitoring teachers' concerns during the process of educational change such as the school-based assessment. Thus, informed decisions could be made while planning for the in-service teacher trainings on school-based assessment. Several implications on the in-service trainings were drawn in order to ensure the smooth-running of the school-based assessment. Future works are suggested on expanding similar research on other educational innovations be carried out.
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In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus programme the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centred concept was analysed and guidelines for creating learner centred courses were developed and piloted. The concepts and some experiences in course design were also implemented by trained teachers in the developed courses within the WETEN project.
Book
Accession Number: 2012-07127-000. Partial author list: First Author & Affiliation: Hattie, John; Melbourne Education Research Institute, University of Melbourne, Melbourne, Australia. Release Date: 20120611. Publication Type: Book (0200). Format Covered: Print. ISBN: 978-0-415-69014-0, Hardcover; 978-0-415-69015-7, Paperback; 978-0-203-18152-2, Electronic. Language: English. Major Descriptor: Academic Achievement; Learning; School Based Intervention; Teachers; Teaching Methods. Minor Descriptor: Classroom Management; Meta Analysis; Preservice Teachers; Student Teachers. Classification: Curriculum & Programs & Teaching Methods (3530). Population: Human (10). Age Group: Childhood (birth-12 yrs) (100); Adolescence (13-17 yrs) (200); Adulthood (18 yrs & older) (300). Intended Audience: Psychology: Professional & Research (PS). References Available: Y. Page Count: 269.
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