Structure Of Observed Learning Outcomes Taxonomy Research Articles

Analysis of Domain Addressed and Subdivisions of Anatomy Emphasized in Spotting Stations in Anatomy Part of First Professional MBBS Examination

Introduction: Assessment of any educational program should implement purpose of the learning objectives. Learning objectives are prepared with the help of several models such as SOLO (Structure of observed learning Outcomes) taxonomy, Bloom’s Taxonomy etc. The most commonly used classification system is “Bloom’s taxonomy to develop learning objectives” which describes the domains of educational objectives and divides the domains into three categories a) cognitive domain b) psychomotor domain c) affective domain. Objectives: To observe the domains of the questions of soft part-portion of Spotting stations to fulfill the learning objectives set by the curriculum in Anatomy professional examination in the background of Bloom’s Taxonomy. The research also tries to find out the subdivisions of Anatomy preferred more and regions of Gross Anatomy more emphasized in soft part-portion of Spotting stations. Methods: This cross sectional study held in the Department of Anatomy in Armed Forces Medical College (AFMC) from August 2015 to December 2018. Data (questions of soft part-portion of Spotting stations and ‘answer key’s) are collected from seven different medical colleges affiliated under Dhaka University. A total fifty-two day’s questions with ‘answer key’s are taken for the study from the first professional examination held on May 2013 and May 2014. For the purpose of the study each question is divided into ‘Item’, ‘Part’s and ‘Segment’s. Moreover verbs of the segments are then analyzed in the form of ‘statement’, ‘list’ and ‘single name’ and Anatomy is subdivided into Gross Anatomy, Histology and Developmental Anatomy. Result: A total 774 items, 1571 parts, 2048 segments are analyzed. The verbs used to address the levels of cognitive domain in the questions reveals that ‘identification’ is mostly (76.62%) used in supplied figure followed by radiology (52.05%) model (41.89%) viscera (38.82%) and dissection (24.95%) stations. ‘Statement’ mostly used as verb by dissection (37.28%) and minimum in supplied figure (11.6%) stations. Similarly ‘list’ is mostly used in viscera (23.14%) and ‘single name’ is mostly used verb in dissection stations. Maximum (89.2%, 92.47%, 90.54% and 81.82%) questions are asked from Gross Anatomy subdivision in viscera, radiology, model and in supplied figure stations respectively. In case of viscera stations about one third (34.62%) and one fourth (25.62%) questions are from the thorax and abdomen proper respectively and around 15% questions cover pelvis, (10.54%) head neck, (12.34%) and brain (16.88%) respectively. Nearly half (46%) of the figure station use supplied figures as a ‘tool’. Maximum (39%) figures are used from brain where supplied figures are used as a ‘tool’ and no figure used from lower limb. When instructed to ‘draw and label’, 50% are from region of brain and less than 20% from other regions. Conclusion: From the findings it can be easily perceived that though Spotting examination is part of practical examination but in our country but it mainly involves in assessing factual knowledge of Anatomy which can hardly meet the demand of the objectives set by the curriculum. JAFMC Bangladesh. Vol 19, No 1 (June) 2023: 59-65

Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012—2022

BackgroundThe acquisition of in-depth medical knowledge, skills, and competencies is of utmost importance when training future medical professionals. This systematic literature review delves into the empirical connection between gamified learning in medical education and the Structure of Observed Learning Outcomes (SOLO) taxonomy.MethodsFollowing PRISMA guidelines, a systematic literature review was conducted in seven databases to identify empirical studies related to gamification and medical education. The literature search was limited to peer-reviewed articles published between January 2012 and December 2022. Articles focusing on games or learning technologies in a broader sense as well as research focusing on nursing or pharmacy education were excluded.ResultsUpon reviewing 23 qualified empirical studies that applied gamified learning strategies in medical education, 18 (78%) studies are associated with the second lowest level (uni-structural) of the SOLO taxonomy. The mid-level (multi-structural) learning outcomes are associated with three (13%) of the reviewed studies. There are five (22%) studies focusing on the second highest (relational) level of the SOLO. Only one study (4%) is associated with the highest SOLO level (extended-abstract). Finally, three (13%) studies were identified with multiple levels of the SOLO. In addition to the SOLO levels, the review found six (26%) studies emphasizing motivational and engagement support of gamified learning strategies in facilitating intended learning outcome attainment. A total of three (13%) studies, across three SOLO levels, suggested that gamified learning strategies can improve students’ soft skills in medical education programs.ConclusionThese findings collectively emphasize the need for future research and development to design gamified learning experiences capable of fostering higher SOLO taxonomy attainment in medical education. Moreover, there is potential to extend the SOLO framework to encompass motivational and affective learning outcomes, providing a comprehensive understanding of the impact of gamified learning on medical students.

Automata for knowledge assessment based on the structure of observed learning outcome taxonomy

The process of adaptive assessment of individuals' knowledge by knowledge space theory has been implemented in deterministic finite automata. However, such automata are not suitable for polytomous situations, which limits the application of automata for knowledge assessment. To overcome this limitation, this paper combines the structure of observed learning outcome (SOLO) taxonomy with the response scale and proposes an automata knowledge assessment process that can assess individuals' knowledge in polytomous situations. Specifically, an automaton suitable for assessing knowledge in the SOLO taxonomy situation is proposed, and a questioning rule is provided based on the quasi-order relation between items. Then, relying on the automaton state update and the questioning rule, an automata knowledge assessment process for knowledge assessment in the SOLO taxonomy situation is given. Finally, empirical research and simulation experiments show that it is necessary to provide a questioning rule for the automaton and that the automata knowledge assessment process proposed in this paper is feasible.

THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY

This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. Keywords: energy concept, learning outcomes, relevance in science education, lower secondary science curriculum, SOLO taxonomy

Using ChatGPT for Writing Articles for Patients' Education for Dermatological Diseases: A Pilot Study.

Patients' education is a vital strategy for understanding a disease by patients and proper management of the condition. Physicians and academicians frequently make customized education materials for their patients. An artificial intelligence (AI)-based writer can help them write an article. Chat Generative Pre-Trained Transformer (ChatGPT) is a conversational language model developed by OpenAI (openai.com). The model can generate human-like responses. We aimed to evaluate the generated text from ChatGPT for its suitability in patients' education. We asked the ChatGPT to list common dermatological diseases. It provided a list of 14 diseases. We used the disease names to converse with the application with disease-specific input (e.g., write a patient education guide on acne). The text was copied for checking the number of words, readability, and text similarity by software. The text's accuracy was checked by a dermatologist following the structure of observed learning outcomes (SOLO) taxonomy. For the readability ease score, we compared the observed value with a score of 30. For the similarity index, we compared the observed value with 15% and tested it with a one-sample t-test. The ChatGPT generated a paragraph of text of 377.43 ± 60.85 words for a patient education guide on skin diseases. The average text reading ease score was 46.94 ± 8.23 (P < 0.0001), and it indicates that this level of text can easily be understood by a high-school student to a newly joined college student. The text similarity index was higher (27.07 ± 11.46%, P = 0.002) than the expected limit of 15%. The text had a "relational" level of accuracy according to the SOLO taxonomy. In its current form, ChatGPT can generate a paragraph of text for patients' educational purposes that can be easily understood. However, the similarity index is high. Hence, doctors should be cautious when using the text generated by ChatGPT and must check for text similarity before using it.

FOLKLORE COMPETENCE IN THE REPRESENTATION OF CULTURAL IDENTITY IN SECONDARY SCHOOL STUDENTS’ ESSAYS

The article, using the theory of conceptual analysis and the principles of SOLO (Structure of Observed Learning Outcomes) taxonomy, analyses the manifestations of folklore competence in the essays of secondary school students, available in the corpus of essays www.korpuss.lv. The levels of folklore competence were determined by analysing the use of lexemes belonging to the semantic field of folklore in secondary school students’ essays. Out of 157 (or 34%) essays containing lexemes belonging to the semantic field of folklore, the majority (i.e. 43%) show the lowest level of folklore competence with domination of the naming function without further elaboration, or is limited to a broader elaboration of just one element without any perceived correlation with a broader folklore context. At the second level of folklore competence that can be observed in 45 essays (29%), secondary school students show the ability not only to name but also to classify into simpler systems 2- 3 realia belonging to the semantic field of folklore. At the third level of competence represented in 9 essays (or 6%), secondary school students show the ability to reason, analyse, explain causes, integrate, infer and identify problems using 4-6 lexemes belonging to the semantic field of folklore. The overview of the essays written in 2018 shows that most of the secondary school pupils’ folklore interests are related to the events dedicated to Latvia’s centenary, in particular Latvian Song and Dance Festival, which is typologically connected with the folk songs and Cabinet of Dainas (‘dainu skapis’) collected by Krisjanis Barons. In terms of genres, secondary school pupils have mostly stayed in the genre of fairy tale, which dominates at the first level of folklore competence (43 out of 100 essays), but it often merges with the understanding of the literary fairy tale and is subject to a formal application of genres. The study shows that folklore competence at its highest possible levels is more convincingly demonstrated by pupils from minority schools, which may be explained by the socio-cultural competence building content included in the minority school curricula.

Students' Thinking Level in Solving Mathematics Problems Based on SOLO Taxonomy as Viewed from the Mathematics Anxiety

The SOLO (Structure of Observed Learning Outcome) taxonomy is an educational taxonomy suitable for organizing various types of learning. The SOLO taxonomy categorizes students' thinking into five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The purpose of this study was to describe the level of students' thinking in solving mathematics problems based on the SOLO taxonomy with high, medium, and low levels of mathematics anxiety. This type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Tulungagung City, East Java, Indonesia. The instruments used were a mathematics anxiety questionnaire, test based on the SOLO taxonomy, and interview guidelines. The data analysis used the Miles and Huberman model, which consists of three stages, namely data reduction, data presentation, and conclusion drawing or verification. The results showed that subjects with high mathematics anxiety had a uni-structural level of thinking. Second, subjects with moderate mathematics anxiety had a multi-structural level of thinking. Third, subjects with low mathematics anxiety have an extended abstract thinking level.

Improving Undergraduate Novice Programmer Comprehension through Case-Based Teaching with Roles of Variables to Provide Scaffolding

A role-based teaching approach was proposed in order to decrease the cognitive load placed by the case-based teaching method in the undergraduate novice programmer comprehension. The results are evaluated by using the SOLO (Structure of Observed Learning Outcomes) taxonomy. Data analysis suggested novice programmers with role-based teaching tended to experience better performances, including the SOLO level of program comprehension, program debugging scores, program explaining scores, except for programming language knowledge scores, compared with the classical case-based teaching method. Considering the SOLO category of program comprehension and performances, evidence that the roles of variables can provide scaffolding to understand case programs through combining its program structure with its related problem domain is discussed, and the SOLO categories for relational reasoning are proposed. Meanwhile, the roles of variables can assist the novice in learning programming language knowledge. These results indicate that combing case-based teaching with the role of variables is an effective way to improve novice program comprehension.

Students’ Understanding in Airborne Transmission of SARS-CoV-2 by Dynamic Fluid Perspective using Structure of Observed Learning Outcomes (SOLO) Taxonomy

Online learning imposed by government as an impact of the COVID-19 pandemic affected students’ ability to understand the authentic problem. Authentic problem used to train students’ ability to apply their knowledge in physics. This research mainly discuss es about the students' levels understanding of the authentic problem that is SARS-CoV-2 airborne transmission using the SOLO taxonomy. This research used a descriptive qualitative approach using eight question s related to SARS-CoV-2 airborne transmission. Data collected via online survey platform and analyzed by calculating the percentage of student's level of understanding for each given question. The result shown that 59% student included in pre-structural level, 19% included in uni-structural level, 10% included in multi-structural level, 3% included in relational level, and 10% included in extended-abstract level.

A critical perspective in terms of SOLO taxonomy for reading outcomes in mother-tongue teaching curriculums (1981, 2006 and 2019) in Turkey

Reading skill is important to improve children’s higher order thinking skills. But PISA reading results show that children in Turkey are not sufficient for this skill. That’s why, this study aimed to investigate the cognitive levels of reading outcomes included in Turkish course curriculum in terms of The Structure of Observed Learning Outcomes (SOLO) taxonomy related to PISA reading competencies. The learning outcomes that constitute the data source of the research were taken from the secondary school Turkish language course curriculum published by Teaching and Education Board of the Ministry of National Education in 1981, 2006 and 2019. After completing a document analysis on the reading outcomes, the data obtained were evaluated with descriptive content analysis. The results showed that relational level stands out in terms of percentage of reading outcomes, and this level is mostly in the 2019 curriculum. While uni-structural level has been decreasing over the years, relational and extended abstract level have increased. Even if extended abstract cognitive level has increased over the years, it is still one of the least levels in the curriculums. When subskills of reading are compared, the most widely used is reading comprehension theme. As a result of the study, it was concluded that there is a need to be handled in a coordinated manner in the reading outcomes of the curriculums in terms of cognitive skills and reading subskills.

The SOLO taxonomy: classify students’ responses in solving linear program problems

The aim of this study is to classify students’ responses in solving mathematical problems. Using the taxonomy by Biggs and Collis in 1982, called taxonomy is SOLO (Structure of Observed Learning Outcomes). In the SOLO taxonomy, there are five levels of students’ responses, such as pre-structural, uni- structural, multi-structural, relational, and extended abstract. Every student has different abilities, one of the ability is to understand mathematical concepts because sometimes students make misconceptions that result in students not being able to solve mathematical problems correctly. The concept in a linear program problem is that students can change story problems into mathematical modeling after that student can solve with the procedures that have been learned. This study used descriptive qualitative research and the selected of subjects is senior high school students in the City of Kediri and then used purposive sampling techniques. One of the chosen class consisting of 35 students was selected 5 students to represent each level of SOLO Taxonomy. The results from this study are: (1) Pre-structural level: Students cannot process information properly, (2) Uni-structural level: Students do not make the most of available information, (3) Multi-structural level: Students understand one concept which is example with variables and can model mathematics, (4) Relational level: Students can process information appropriately, and (5) Extended abstract level: Students can understand concepts well. With the levels of students’ response can be known to what extent students understand mathematics so they can solve mathematical problems.

The contribution of metacognitive in the inquiry-based learning to students’ thinking skill based on SOLO Taxonomy

Thinking skill based on SOLO (Structure of Observed Learning Outcomes) taxonomy and metacognitive are two variables on which many researches start to be conducted throughout the world and in Indonesia. That there is no investigation to study the contribution of metacognitive towards thinking skill base on SOLO taxonomy. This research aimed to examine the contribution of metacognitive toward students’ thinking skill based on SOLO taxonomy through inquiry-based learning implementation. This research was correlational research which connects an independent variable (Metacognitive) and a dependent variable (thinking skill). This research takes 104 students of XIMIA grade of SMA Negeri 01 Manokwari as its participants. The collected data were evaluated used rubric of metacognitive and thinking skill and analyzed by employing simple regression method. The results showed that P < 0.05, indicating that metacognitive contributes towards students’ thinking skill based on SOLO taxonomy for 51.5%. Based on findings related to student metacognitive, learning is more focused on teaching that can train students’ metacognitive by considering appropriate learning model, one of which is inquiry-based learning.

What Is Hard about Teaching Machine Learning to Non-Majors? Insights from Classifying Instructors’ Learning Goals

Given its societal impacts and applications to numerous fields, machine learning (ML) is an important topic to understand for many students outside of computer science and statistics. However, machine-learning education research is nascent, and research on this subject for non-majors thus far has only focused on curricula and courseware. We interviewed 10 instructors of ML courses for non-majors, inquiring as to what their students find both easy and difficult about machine learning. While ML has a reputation for having algorithms that are difficult to understand, in practice our participating instructors reported that it was not the algorithms that were difficult to teach, but the higher-level design decisions. We found that the learning goals that participants described as hard to teach were consistent with higher levels of the Structure of Observed Learning Outcomes (SOLO) taxonomy, such as making design decisions and comparing/contrasting models. We also found that the learning goals that were described as easy to teach, such as following the steps of particular algorithms, were consistent with the lower levels of the SOLO taxonomy. Realizing that higher-SOLO learning goals are more difficult to teach is useful for informing course design, public outreach, and the design of educational tools for teaching ML.

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Purpose: This research aims at analyzing the attainments identified in the sociology curriculum for 11th grade implemented by the Ministry of National Education (MoNE) in 2010, and the evaluation questions in the sociology textbook which was taught in the 2016-2017 academic year, based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. Research Methods: Document analysis was used in this study. The attainments that constitute the data source of the research were taken from the sociology curriculum for 11th grade published by the Ministry of National Education (MoNE) in 2010. Findings: Research findings indicate that 15 out of 60 (25%) attainments in the curriculum could be identified at the level of uni-structural, 14 (23%) multi-structural, 28 (47%) relational, and only 3 (5%) extended abstract. As for the evaluation questions in the textbook, 70 (43%) could be identified as uni-structural, 44 (27%) as multi-structural, 36 (23%) as relational, and 12 (7%) as extended abstract. Implications for Research and Practice: When the 11th grade sociology course achievements and assessment questions were examined, it was determined that all thinking levels of the SOLO taxonomy were found at different ratios. It is thought that when the experts prepare the program attainments for the sociology course, the organization of the attainments harmonized by prerequisite considering the principle of progressivity will be of considerable benefit in terms of effectiveness of the program

PEDIATRIC EDUCATION SPECIAL SERIES SOLO-Framed Flipped Learning Environment: “Speaking the Language of Todayʼs Learner”

Background/Purpose. Based upon the evidence documented in educational research literature and the needs of today's technologically engaged students, learning environments have transitioned from being teacher-focused to student-focused. With this movement toward a studentfocused learning environment, various teaching strategies (eg, webinars, videos, cases, mind mapping, and concept mapping) have been introduced into the classroom. Recently, the notion of creating a “flipped classroom” has emerged in the literature. Flipped classrooms use videobased recording technology to capture faculty lectures, which are then posted online for student access. In the flipped classroom model, the placement of lectures online is only 1 part of the learning environment. To develop students as active critical thinkers, the learning environment includes in and out-of-class experiences to engage students and maximize active learning opportunities. The purposes of this method/model presentation paper are twofold. First, this study seeks to describe how the flipped classroom can move beyond online lectures to an environment that engages physical therapy students in deeper learning of pediatric content and principles. Using the Structure of Observed Learning Outcomes (SOLO) model of learning as a framework, flipped learning environments can be designed to transition students to learning experiences of increasing cognitive complexity. The scaffolding approach identified in the SOLO taxonomy provides pediatric faculty a framework for designing learning activities that can aid in moving students along the 5 stages of understanding identified by SOLO (prestructural, unistructural, multistructural, relational, and extended abstract) while exploring pediatric content. Second, the authors will share quantitative and qualitative data of a small sample of physical therapist (PT) students and their perceptions regarding the impact of this SOLO-framed flipped classroom environment within a pediatric physical therapy course. Outcomes. Students consistently perceived that the SOLO-framed flipped learning environment increased their ability to prioritize pediatric course material, enabled a deeper understanding of the material, aided in preparation for written exams and lab practical exams, fostered their oral communications skills, helped integrate concepts associated with pediatric conditions and interventions, and promoted retention of course topics. Finally, in enhancing the application of learning, students reported increased self-confidence when working with the pediatric population, and that the flipped learning environment fostered their ability to work in a team. Discussion/Conclusion. In general, the data supports that a SOLO-rich flipped learning environment engages PT students in questioning and guides them to a deeper awareness and insight specific to the pediatric course content. Thus, this is a teaching and learning strategy that could be employed by faculty, not only within pediatric courses, but also across the PT education curriculum.

Examination of the Compatibility of the Questions Used by Social Studies Teachers in the Class with the Program Achievements According to the SOLO Taxonomy

The purpose of this study is to examine the compatibility of the questions used by the social studies branch teachers in the level of 6 th and 7 th grade with the achievements included in the teaching program. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom’s cognitive domain classification, is used for this examination. The research has been complied with the ‘case study’ qualitative research pattern, and observation and document analysis technique was used. Four teachers were observed at the level of sixth grade and three teachers were observed at the level of seventh grade. At the level of sixth grade, one teacher was observed within the first unit, the others in the second unit; and at the level of seventh grade, three teachers were observed within the second unit. It was discovered at the end of the research that questions asked by the teachers in the class complied with the uni-structural and multi-structural levels although most of the relevant achievements given in the program corresponded to the relational structure level according to the SOLO taxonomy. Results of this study show that the SOLO taxonomy can be used effectively both in the teaching programs and during the learning-teaching process.

Learning efficiency of two ICT-based instructional strategies in Greek sheep farmers

ABSTRACTPurpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n = 187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15 instructional sessions have taken place. The knowledge assessment of the farmers, before and after the instructional interventions, was based on answers given to five questions of graded difficulty and the SOLO (Structure of Observed Learning Outcomes) taxonomy. Findings: The two instructional strategies showed comparable learning outcomes. Furthermore, prior participation to training sessions as well as the participants’ advanced education level enhanced the learning outcome. Practical implications: Simple applications of ICTs such as MPs and concept maps can be exploited in sheep farmers’ training. Special attention has to be paid to the content and the context of the digital learning material. Originality/value: The study contributes to the lack of evidence regarding the assessment of learning outcomes of instructional strategies assisted by digital learning environments in livestock farmers.

Assessing complexity in learning outcomes – a comparison between the SOLO taxonomy and the model of hierarchical complexity

An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students’ ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating complexity is the Structure of Observed Learning Outcomes (SOLO) taxonomy. The aim of this analysis is to address the limitations of the SOLO taxonomy in detecting the more subtle differences of the learning outcomes and to clarify the concept of learning modes. This is done by analysing the SOLO taxonomy by means of the model of hierarchical complexity (MHC). The two models are compared by examining their respective theoretical background, the definitions and descriptions of the stages of each model, as well as through evaluating examples illustrating the SOLO levels using MHC. The two models can be viewed as compatible, with MHC also being able to put the SOLO taxonomy in an adult development context, thereby emphasising the importance of developing the students’ access to complex thinking.

Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning

Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers.

English

Physical literacy is a concept that is gaining greater acceptance around the world with the United Nations Educational, Cultural, and Scientific Organization (2013) recognizing it as one of several central tenets in a quality physical education framework. However, previous attempts to understand progression in physical literacy learning have been limited to preexisting knowledge and psychosocial and physical assessment instruments and have been proved to be less than complete in the understanding of this construct. The aim of this article was to present a unique conceptual model of observed physical literacy and establish an assessment rubric on which future assessment protocols may be based. Seminal definitions of physical literacy and numerous models of physical education instruction were reviewed to establish common core elements of physical literacy. These core elements were then viewed through a Structure of Observed Learning Outcomes (SOLO) taxonomy lens to establish an assessment rubric that may be applied to extend understanding of student learning within this construct. The established core elements of physical literacy and the application of the SOLO taxonomy provide a potentially useful tool for future assessment item development.