From: Collaborative case-based learning process in research ethics
SOLO taxonomy level, image (Hook 2011) | General explanation (Biggs and Tang 2007) | Our explanation |
---|---|---|
Extended abstract level | On the extended abstract level the coherent whole is generalised or re-conceptualised to a higher level of abstraction - the response goes beyond conceptualising, higher level of abstraction with application to new and broader domains. | On the extended abstract level, groups went beyond conceptualizing the present issue making steps towards relating the ethical issues to applications beyond the present case. |
Relational level | On the relational level relevant aspects are integrated into an overall coherent structure - ability to address the point and provide explanations, give details and connect to the whole, giving relevant examples. | On the relational level, groups displayed an ability to address the most relevant ethics issues and provide explanations pointing out interrelations and providing examples demonstrating own reasoning. |
Multistructural level | On the multistructural level several aspects have been understood, but not relating them to one another - ability to enumerate, describe, illustrate, sequence, select, combine, follow procedures, but struggle to make the connections between them or draw conclusions based on interrelations. | On the multistructural level, the groups demonstrated that concepts had been understood appropriately, but struggled to make connections between them and to draw conclusions based on any interrelations. |
Unistructural level | On the unistructural level knowledge enables learner to identify, recognise, count, find, label, match, name, perform simple procedures. One relevant aspect is understood - dealing with terminology, meeting part of the task, defining concepts while some aspects still missing. | On the unistructural level, the groups identified one relevant aspect displaying some familiarity with relevant concepts, but failing to address some more pertinent dimensions of the case. |
Pre-structural level | On the pre-structural level the issue is not approached in a meaningful way - repeating the words in the question/ simulation/ code; no understanding. | On the pre-structural level, the groups failed to identify a relevant ethical perspective or they identified an issue, but did not approach it in a meaningful way, repeating the words in the case without displaying evidence of own processing. |