TY - GEN
T1 - Using SOLO taxonomy to develop a structured design for mathematics exam questions
AU - Caridade, Cristina
AU - Pereira, Verónica
AU - Borges, Inês
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
PY - 2025/7
Y1 - 2025/7
N2 - Assessment is a complex task that requires defining clear and transparent criteria, so that all actors understand it as a credible act, of educational and social utility. However, the assessment is not being encompassed in an exact science, it is naturally a process of subjective character. In higher education the study of assessment in mathematics disciplines is almost non-existent. SOLO (Structure of Observed Learning Outcome) taxonomy can be applied in assessing the quality of examinations and identification of cognitive complexity levels required in the preparation of assessments. In this paper the adopted design is described for structured creation of questions in a mathematics examination. Exam questions created should flow in a structure that starts with some sub-questions with levels of minor complexity and gradually become more defiant. Students in responding to questions with a variety of levels of progressive cognitive complexity, they increase their confidence as they advance to more complex and challenging questions.
AB - Assessment is a complex task that requires defining clear and transparent criteria, so that all actors understand it as a credible act, of educational and social utility. However, the assessment is not being encompassed in an exact science, it is naturally a process of subjective character. In higher education the study of assessment in mathematics disciplines is almost non-existent. SOLO (Structure of Observed Learning Outcome) taxonomy can be applied in assessing the quality of examinations and identification of cognitive complexity levels required in the preparation of assessments. In this paper the adopted design is described for structured creation of questions in a mathematics examination. Exam questions created should flow in a structure that starts with some sub-questions with levels of minor complexity and gradually become more defiant. Students in responding to questions with a variety of levels of progressive cognitive complexity, they increase their confidence as they advance to more complex and challenging questions.
KW - Assessment
KW - Higher education
KW - Mathematics
KW - Solo taxonomy
UR - https://www.scopus.com/pages/publications/105017232154
U2 - 10.1007/978-3-031-84151-4_17
DO - 10.1007/978-3-031-84151-4_17
M3 - Conference contribution
AN - SCOPUS:105017232154
SN - 9783031841507
T3 - Springer Proceedings in Mathematics and Statistics
SP - 201
EP - 210
BT - Mathematical methods for engineering applications
A2 - Rasteiro, Deolinda M. L. D.
A2 - Yilmaz, Fatih
A2 - Queiruga-Dios, Araceli
A2 - Vaquero, Jesús Martín
A2 - Mazilu, Ion Mierlus
PB - Springer
T2 - 5th International Conference on Mathematics and its Applications in Science and Engineering, ICMASE 2024
Y2 - 16 September 2024 through 18 September 2024
ER -