Individual Assignment- Learning outcomes and Evaluation

Learning outcomes and evaluation

1. Learning outcomes

After these five activities completed, students should be able to identify the basic theories and some assumption of earthquake by applying digital resources. Then they can describe the types, cause, and effects by doing some simple quizzes. Next, students could analyze and integrate instances by relating and contrasting different simulative environment. After that, students will reflect their own opinions about the fixed topic. At last, students can generalize and transfer their own understandings then demonstrate them by selecting and implement the appropriate information search channels, tools and software to generate a concrete product.

In other words, Students’ outcomes “can be assessed by evaluating the level of complexity displayed in their work and how well that aligns with the course objectives” (“Structure of the Observed Learning Outcome (SOLO)”, n.d., para. 3).

2. Evaluation

In fact, the Structure of the Observed Learning Outcomes (SOLO) taxonomy is used throughout the whole process of design and assessment.

Table1 Overall assessment of these five activities by SOLO taxonomy

	Different levels of understanding	Characteristics in different levels	Assessment
Activity 1	Pre-structural	Incompetence	Students can not complete answer the question.
Activity 2	Uni-structural	One relevant aspect	Students can identify the basic theories.
Activity 3	Multi-structural	Several relevant independent aspects	Students can combine the concepts and simulation in to reality.
Activity 4	Relational	Integrated into a structure	Students can analyze, justify and criticize the questions by previous knowledge and their own opinions.
Activity 5	Extended Abstract	generalized to new domain	Students can create a concrete product which reflects their own understands of the topic.

(This Table is based on “SOLO TAXONOMY” from

http://www.johnbiggs.com.au/solo_taxonomy.html)

The above table presents a simple assessment system by SOLO taxonomy. In details, Activity1 is the first stage of these activities, and students do not form a concrete idea about the topic. In fact, their views are one-sided and poor. Then with introduction the concepts and quiz, students can gradually identify the basic theories. As a result, they can get a clear direction of the further study. Next, by specific simulation, students would build the combination between the abstract concept and reality, and then enumerate the examples. Following is that students can analyze, compare, and explain the specific causes and build relationships. Finally, students can utilize a variety of searching channels which was provided in the previous activities, and create a concrete product that reflects their own understands of the topic.