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ERIC Number: EJ1023639
Record Type: Journal
Publication Date: 2013-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0047-231X
Research and Teaching: Blooming, SOLO Taxonomy, and Phenomenography as Assessment Strategies in Undergraduate Science Education
Newton, Genevieve; Martin, Elizabeth
Journal of College Science Teaching, v43 n2 p78-90 Nov 2013
Three alternative approaches to assessment of exam responses were applied in an undergraduate biochemistry course. First, phenomenography was used to categorize written exam responses into an inclusive hierarchy. Second, responses to the same question were similarly categorized according to the Structure of Observed Learning Outcome (SOLO) taxonomy. Third, all questions on the midterm and final exams were ranked according to their level of Bloom's taxonomy. Student responses across phenomenographic and SOLO taxonomy hierarchies, and the accuracy of responses at each level of Bloom's taxonomy, were analyzed in relation to student learning approach as measured by scores on the Revised Student Process Questionnaire 2-Factor. Deep learning approach score predicted successful responses to questions ranked at the application level of Bloom's taxonomy and at the top hierarchical category of phenomenographic analysis. Results suggest that alternative assessment strategies may be used as tools to evaluate learning at increasing levels of cognitive complexity as related to a deep learning approach.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Reports - Research; Journal Articles
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Study Process Questionnaire