Table 7 Combined taxonomies with descriptors from O’Riordan et al. (2016)
BLOOMS revised | SOLO | ||||
|---|---|---|---|---|---|
0 | Off-topic | There is written content, but not relevant to the subject under discussion | 0 | Off-topic | There is written content, but not relevant to the subject under discussion |
| Â | Â | Â | 1 | Prestructural | No evidence any kind of understanding but irrelevant information is used, the topic is misunderstood, or arguments are unorganised |
1 | Remember | Recall of specific learned content, including facts, methods, and theories | 2 | Unistructural | A single aspect is explored and obvious inferences drawn. Evidence of recall of terms, methods and names |
2 | Understand | Perception of meaning and being able to make use of knowledge, without understanding full implications | 3 | Multistructural | Several facets are explored, but are not connected. Evidence of descriptions, classifications, use of methods and structured arguments |
3 | Apply | Tangible application of learned material in new settings | 4 | Relational | Evidence of understanding of relationships between several aspects and how they may combine to create a fuller understanding. Evidence of comparisons, analysis, explanations of cause and effect, evaluations and theoretical considerations |
4 | Analyse | Deconstruct learned content into its constituent elements in order to clarify concepts and relationships between ideas | Â | Â | Â |
5 | Evaluate | Assess the significance of material and value in specific settings | 5 | Extended abstract | Arguments are structured from different standpoints and ideas transferred in novel ways. Evidence of generalisation, hypothesis formation, theorising and critiquing |
6 | Create | Judge the usefulness of different parts of content, and producing a new arrangement | Â | Â | Â |