Perspektiv på kurs

Friedlander, Michael J.; Andrews, Linda; Armstrong, Elizabeth G.; Aschenbrenner, Carol; Kass, Joseph S.; Ogden, Paul; Schwartzstein, Richard; Viggiano, Thomas R., Academic Medicine. 86(4):415-420, April 2011.
doi: 10.1097/ACM.0b013e31820dc197

Noel Entwistle & Dorothy Entwistle, Higher Education Research & Development, Volume 22, Issue 1, 2003.

Kathleen M. Galotti, Blythe Mcvicker Clinchy, Kathryn H. Ainsworth, Beth Lavin and Annick F. Mansfield (1999) Sex Roles Volume 40, Numbers 9-10, 745-766.
This is a study of "separate" and "connected knowing" and how they relate to gender and approach to learning.

Jan D. Vermunt, Yvonne J. Vermetten, Educational Psychology Review, December 2004, Volume 16, Issue 4, pp 359-384

Noel J. Entwistle, Elizabeth R. Peterson, International Journal of Educational Research, Volume 41, Issue 6, 2004, Pages 407–428

Kember, David, Studies in Higher Education. Apr2004, Vol. 29 Issue 2, p165-184. 20p.

Läkartidningen, 2006 nr 11 sid 840-3

Meeri Hellstén, Anne Prescott, International Education Journal Vol 5, No 3, 2004

Mark Summera & Simone Volet, Studies in Higher Education
Volume 33, Issue 4, 2008

Barr, Robert B.; Tagg, John; Change. Nov/Dec95, Vol. 27 Issue 6, p12. 14p

A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively

As learning progresses it becomes more complex. SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right.