Evaluating LOGO: Use of the SOLO Taxonomy
AbstractThis article highlights the problem for researchers and classroom teachers who use LOGO and who wish to maintain a free exploratory classroom atmosphere, yet evaluate student responses in a disciplined and systematic manner. The Solo Taxonomy is put forward as a useful and effective way to overcome this problem. The various levels of the Solo Taxonomy are discussed and examples of LOGO procedures from students' work are provided to illustrate each of the levels.
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