A Course Assessment Using SOLO and Bloom's Taxonomies in Light of the Constructive Alignment Methodology: A case study

Authors

  • Julie Maria Falk
  • Ali Al Sam
  • Marizwan Manan
  • Alvar Palm
  • Yoav Friedman

Abstract

This report intends to take one course which received a low score in its Course Experience Questionnaire (CEQ), identify the main weaknesses of the course, and try to suggest an alternative syllabus. In the report we will look at the teacher’s aims and objectives, analyze the course structure according to Biggs’ SOLO and Bloom's taxonomies, and reflect on the course’s constructive alignment. The report is based on a small-scale research, which entails an interview with the course’s responsible teacher, the study of teachers evaluation forms that are given in the class, alongside with data supplied by CEQ evaluation reports. The aim of the report is to point out the course’s weaknesses, and provide possible solutions and suggestions in order to improve the course design.

Published

2014-05-09