Book contents
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- Part III Summative Assessment in Combination with Formative Feedback
- 13 From Bloom’s Taxonomy to the SOLO-Taxonomy
- 14 How to Combine Summative Assessment with Formative Feedback
- 15 State Requirements for Assessment and Feedback in Foreign-Language Teaching
- 16 What Teachers Can and Should Do about Assessment and Feedback
- Glossary
- References
13 - From Bloom’s Taxonomy to the SOLO-Taxonomy
from Part III - Summative Assessment in Combination with Formative Feedback
Published online by Cambridge University Press: 19 January 2023
Book contents
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- Part III Summative Assessment in Combination with Formative Feedback
- 13 From Bloom’s Taxonomy to the SOLO-Taxonomy
- 14 How to Combine Summative Assessment with Formative Feedback
- 15 State Requirements for Assessment and Feedback in Foreign-Language Teaching
- 16 What Teachers Can and Should Do about Assessment and Feedback
- Glossary
- References
Summary
Learning models are an important starting point for assessment and feedback. A basic three-step model from surface knowledge to cross-linked concepts helps learners understand how they can improve and deepen their learning. Taxonomies that go into more detail of the cognitive processes are a useful tool for teachers when preparing a lesson (e.g. Bloom’s Taxonomy of educational objectives). But when it comes to summative and formative feedback in all its varieties the SOLO-Taxonomy is a much better choice.
- Type
- Chapter
- Information
- From Assessment to FeedbackApplications in the Second/Foreign Language Classroom, pp. 211 - 224Publisher: Cambridge University PressPrint publication year: 2023