Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model

Dean Dudley*, David Baxter

*Corresponding author for this work

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.

Original languageEnglish
Pages (from-to)283-293
Number of pages11
JournalAsia-Pacific Journal of Teacher Education
Volume37
Issue number3
DOIs
Publication statusPublished - 2009
Externally publishedYes

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