Taxonomy Of Outcomes Research Articles

Humorous materials to enhance active learning

ABSTRACTThe use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed learning atmosphere and greater student engagement. This article describes how humour was used to good effect in creating a suite of online materials designed to enhance the academic English skills of international students. The materials, funded through a grant from the Office for Learning and Teaching and now openly accessible on the English for Uni website, were developed using an action research process. This involved an iterative process of designing, trialling and evaluating the resources to ensure that humour was used appropriately. In the final stages, Biggs’ Structure of the Observed Learning Outcome taxonomy was also used to evaluate student learning. The results show that the materials improved students’ understanding of the topics presented on the site and that the element of humour stimulated student interest in learning.

Cognitive Demand and Student Achievement in Concrete Technology Study

AbstractEngineering graduates require high-level cognitive abilities such as analysis, synthesis and evaluation to fulfill their obligations to society. But universities have not always been successful in developing such abilities. This paper questions whether engineering students in a civil engineering degree program at a university in South Africa are being adequately prepared to engage in higher-order cognitive activities such as reasoning, predicting, analyzing, and problem solving. The paper deploys the structure of the observed learning outcome (SOLO) taxonomy to classify assessment questions according to cognitive demand and compares first- and second-year students’ abilities to deal with questions of varying cognitive complexity. The results show that the second-year cohort performed substantively better on questions requiring mathematical calculation but not in other question types. In fact, they performed slightly worse on high-cognitive-demand questions and substantially worse on questions requ...

Contemporary evidence-based practice in Canadian emergency medical services: a vision for integrating evidence into clinical and policy decision-making.

Nationally, emphasis on the importance of evidence-based practice (EBP) in emergency medicine and emergency medical services (EMS) has continuously increased. However, meaningful incorporation of effective and sustainable EBP into clinical and administrative decision-making remains a challenge. We propose a vision for EBP in EMS: Canadian EMS clinicians and leaders will understand and use the best available evidence for clinical and administrative decision-making, to improve patient health outcomes, the capability and quality of EMS systems of care, and safety of patients and EMS professionals. This vision can be implemented with the use of a structure, process, system, and outcome taxonomy to identify current barriers to true EBP, to recognize the opportunities that exist, and propose corresponding recommended strategies for local EMS agencies and at the national level. Framing local and national discussions with this approach will be useful for developing a cohesive and collaborative Canadian EBP strategy.

Using a Scoring Rubric to Assess the Writing of Bioethics Students.

Educators in bioethics have struggled to find valid and reliable assessments that transcend the "reproduction of knowledge" to target more important skill sets. This manuscript reports on the process of developing and grading a minimal-competence comprehensive examination in a bioethics master's degree program. We describe educational theory and practice for the creation and deployment of scoring rubrics for high-stakes performance assessments that reduce scoring inconsistencies. The rubric development process can also benefit the program by building consensus among stakeholders regarding program goals and student outcomes. We describe the Structure of the Observed Learning Outcome taxonomy as a mechanism for rubric design and provide an example of how we applied that taxonomy to define pass/fail cut scores. Details about domains of assessment and writing descriptors of performance are also presented. Despite the laborious work required to create a scoring rubric, we found the effort to be worthwhile for our program.

In-Service Teachers’ Understanding on the Concept of Limits and Derivatives and the Way They Deliver the Concepts to Their High School Students

The aim of this study was to analyze the teachers’ understanding on the concept of limits and derivative and the way they deliver the subjects to their students. The study was divided into two main phases during two years of research. This research was conducted in 7 high schools vary from general, Islamic and occasional schools. The participants of the study were 20 in-service mathematics teachers from 7 high schools. Questioners were given to find out how teachers’ understanding on the concepts and how they organized their class. The teachers’ level of complexity on the subject was analyzed by Structure of the Observed Learning Outcome (SOLO) Taxonomy, and teachers’ class organizations was analyzed by assessing and classifying their responds written on the questioner sheets and discussion with the selected participants.. Based on the data, it can be figured out that the most teachers’ position were on third level out of five level of SOLO Taxonomy. Data also told us that half of the teachers experienced the difficulties in teaching the concept due to their limitations on mastering subject. Data also showed that there is a relevance between teachers’ level of understanding and teachers’ ability in delivering subject to their students.

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.

A Taxonomy of College Student Learning Outcomes in China: A Multi-Institutional, Mixed-Method Study

This mixed methods study investigates learning outcomes resulting from college attendance in the Chinese mainland. Data for this study is derived from undergraduate survey responses at 21 universities and interviews with 64 seniors at five universities. Factor analysis reduced learning outcome items to two factors, and 19 categories of learning outcomes were distilled from interview data. These categories were then reduced to four domains: knowledge, skills, intrapersonal awareness, and interpersonal competence. Compared with literature generated in the West, intercultural competency as well as quantitative and computer literacy are missing in the Chinese higher education context. Student learning is an integrated whole and takes place in diverse settings in and outside the classroom.

Implementation outcomes in context: Leadership and measurement based care implementation in VA substance use disorder programs

Methods We used a mixed-method, multiple case study design to explore implementation of MBC using the nationally supported Brief Addiction Monitor (BAM). Intensive interview and observational data were collected through site visits to six high implementation and two low implementation comparison SUD programs. The pathways these programs took relative to their specific contexts, barriers, and facilitators provided data on implementation process, outcomes, and context. These data informed development of a national survey assessing measurement based care implementation influences and outcomes in SUD program providers. Qualitative and quantitative methods were based on the Promoting Action on Research in Health Sciences (PARIHS) model and Proctor’s taxonomy of implementation outcomes.

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.

Patient-Important Outcomes in the Long-Term Treatment of Bipolar Disorder: A Mixed-Methods Approach Investigating Relative Preferences and a Proposed Taxonomy.

In patient-centered healthcare, the assessment and selection of treatment should be based on outcomes important to patients and the relative importance patients place on these outcomes. The evidence base on long-term treatment outcomes important to patients with bipolar disorder is inconclusive. The aim of this study was to investigate the relative importance of patient-important outcomes in bipolar disorder, and to construct a holistic and logically sound shortlist of treatment outcomes relevant in the evaluation and selection of pharmacological treatment in bipolar disorder. Overall, 22 outpatients from southern and eastern Norway participated in four focus groups, and suggested outcomes important in treatment decisions. Quantitative, relative importance weights for treatment outcomes identified in literature reviews were elicited from each participant, employing a self-explicated approach (SEA). The method combined a ranking- and rating-stated preference exercise and resulted in a 0-100 SEA-score for each outcome. Outcomes from the literature accommodated the outcomes suggested in the focus groups. Mean age in the sample was 42 years and 64% were women. All patients completed the exercises with consistent results. The most important outcomes were severe depression (median SEA 95 [interquartile range 26]), severe mania (76 [40]), quality of life (65 [53]), work/school functioning (58 [48]), and social functioning (54 [50]). Avoiding severe mania was significantly more important to patients with bipolar disorder type I compared with patients with type II. Outcome scores correlated strongly (p < 0.01) across the ranking and rating exercises. Based on the results, a simplified and consistent set of outcomes was constructed. Patients' preferences for outcomes in the long-term treatment of bipolar disorder vary considerably. To advance patient-centered healthcare, we propose that researchers, clinical guideline producers, and patient-clinician dyads integrate a taxonomy of patient-important outcomes, such as constructed in this study, when assessing treatment options.

Pseudo-understanding: an analysis of the dilution of value in healthcare

BackgroundManagement concepts cycle through healthcare in trends lasting 3–5 years. This may hinder policy-makers, healthcare managers, researchers and clinicians from grasping the intricacies of a management concept and prevent organisations...

Critical perspectives on methodology in pedagogic research

The emancipatory dimension to higher education represents one of the sector's most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical realist perspectives, we explore generative mechanisms by which methodology in pedagogic research affects the sector's emancipatory potential. In this, we critique the research that led to the Structure of Learning Outcomes taxonomy. Our analysis here enables us to offer a revised version of the taxonomy that is sensitive to horizontal knowledge structures. We further consider a set of studies employing approaches to research that were sensitive to variation in knowledge across disciplines, social relations, reflexivity, corporate agency and other considerations, enabling us to illuminate the stratified basis for our explanatory critique. There is potential for our analysis to assist in developing approaches that are distinctive to research into higher education.

Comparison of Outcomes of Recorded Lecture and Hands-on Course Education in Orthodontic Cast Analysis

ABSTRACT Purpose: The aim of this study was to compare recorded lecture education (RLE) and hands-on course education (HCE) via the test of orthodontic cast analysis lesson, which is prepared according to the Structure of the Observed Learning Outcomes (SOLO) taxonomy. Methods: In our single-blinded, randomized, cross-sectional study, 87 students (45 female, 42 male) were divided into 2 groups. In the first group, HCE was used; the second group was given an RLE. One week later, 5 questions prepared by SOLO taxonomy were given to both groups. For scores of intergroup comparisons, the Mann-Whitney U test was used, and for intragroup comparisons, the Kruskal-Wallis test was used. Results: There was no statistically significant difference between the groups' gender distribution (p>0.05). Examination scores of girls and boys did not differ significantly (p>0.05). There was a statistically significant difference in the comparison of average of scores in the HCE group (p<0.05). There was also a statistically sig...

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.

From the Co-Editors

From the Co-Editors

Benefits of e-learning in chemotherapy pharmacology education

BackgroundChemotherapeutic pharmacology is traditionally a challenging subject to both teach and learn. This study aimed to assess a suite of e-learning tools regarding the mechanisms of action of chemotherapy drugs, and the subsequent effects on learning in two cohorts (control and intervention) of undergraduate pharmacy students in Australia. MethodsThe intervention group had access to the e-learning tools in addition to the traditional didactic teaching delivered to the control group. To determine the educational benefit of the e-learning tools, we evaluated student level of understanding demonstrated in the short-answer questions related to chemotherapy mechanisms. Structure of the Observed Learning Outcome (SOLO) taxonomy was used to classify students’ exam responses. ResultsThere was overall improvement in student total exam scores for the intervention group. However, the most significant improvement was evident in the chemotherapy scores for the intervention group who demonstrated a superior level of understanding of mechanisms of action of the three chemotherapy drugs, cytarabine, mitomycin C and trastuzumab. Students in the intervention group performed significantly better than the control cohort with respect to short answer questions on cytarabine and trastuzumab (p < 0.05), but most notably on the mechanism of action of cytarabine (p = 0.02). DiscussionE-learning tools were shown to improve student level of understanding, as scored by the SOLO taxonomy, in the learning and teaching of chemotherapeutic pharmacology.

Understanding of Elementary School Teachers of 3rd World Country about Levels of SOLO Taxonomy

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

Comparison of Case‐Based and Lecture‐Based Learning in Dental Education Using the SOLO Taxonomy

The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and significance was set at the p<0.05 level. A statistically significant difference was found between the mean scores of the relational and extended abstract categories of the CBL and LBL groups (p<0.05). Students who were taught with CBL had higher scores at the top two levels of the SOLO taxonomy than students taught with LBL. These findings suggest that an integrated case-based curriculum may be effective in promoting students' deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.

Better Accounting Transforms Health Care Delivery

SYNOPSISThe paper describes the theory and preliminary results for an action research program that explores the implications from better measurements of health care outcomes and costs. After summarizing Porter's outcome taxonomy (Porter 2010), we illustrate how to use process mapping and time-driven activity-based costing to measure the costs of treating patients over a complete cycle of care for a specific medical condition. With valid outcome and cost information, managers and clinicians can standardize clinical and administrative processes, eliminate non-value added and redundant steps, improve resource utilization, and redesign care so that appropriate medical resources perform each process step. These actions enable costs to be reduced while maintaining or improving medical outcomes. Better measurements also allow payers to offer bundled payments, based on the costs of using efficient processes and contingent on achieving superior outcomes. The end result will be a more effective and more productive health care sector. The paper concludes with suggestions for accounting research opportunities in the sector.

The Nature of Misconceptions and Cognitive Obstacles Faced by Secondary School Mathematics Students in Understanding Probability: A Case Study of Selected Polokwane Secondary Schools

The study investigated the probabilistic misconceptions of South African students. A questionnaire was administered to a group of 74 students from grades 10, 11 and 12 selected randomly from 5 schools around Polokwane and analysed using SPSS version 22. Five groups of misconceptions were identified. The Structure of the Observed Learning Outcome (SOLO) taxonomy was used in this study to describe students’ hierarchical understanding levels on the concept of probability. It was found that, generally there was no significant improvement in developmental level from grades 10 to 12. Overally, the mean of correct responses on the test problems was 2, 1411. The modal cognitive level on the individual test items was 2 which indicate that participants had some evidence of the use of probability principles and appropriate quantitative information is evident, but they may be incomplete or are incorrectly used. All participants had the basic understanding of the concept of probability and could carry out simple probability calculations. Participants of all levels showed evidence of the equiprobability bias (miscounting of outcomes in questions concerning theoretical probability), exhibited ignorance of the effect of sample size and were seldom successful on counter intuitive conditional probability problems. Gender differences were observed. The overall correct response rate of males (56.3%) was significantly greater than that of females (51.6%). Males and females also tended to answer differently, based on the type of question; many of these differences were statistically significant. DOI: 10.5901/mjss.2014.v5n8p446