A Case Study On Assessing Deeper Learning Of Junior High School English Reading Class Based On The SOLO Taxonomy

Reading teaching is a main position for promoting the deeper learning of junior high school students,and the depth of students’ learning directly influences their development of core competency.The English Curriculum Standard for Compulsory Education(2022 Edition)emphasizes the need for digging deeper into discourse to promote students’ development of thinking.English deeper reading in junior high school requires students to relate to their prior knowledge and experience for critically understanding and analyzing the reading material’s theme and content,structural and linguistic features,intentions,and opinions,to achieve growth and development in cognition,emotions,attitudes,and values.Junior high school students are not yet mentally mature,so how to promote deeper reading to happen is of practical significance for improving the quality of reading teaching.Meanwhile,the newlypublished standard also advocates adhering to the principle of assessment for learning and teaching and exerting the monitoring function of assessment.Therefore,evaluating the occurrence and development of deeper learning is of crucial importance in regulating and adjusting teaching and learning.A review and analysis of relevant studies on deeper learning and deeper learning assessment at home and abroad found that:1)Compared with abroad,the research on the assessment of deeper learning at home is a young field and the existing researches prefer theoretical studies;2)In recent years,there has been more and more domestic research exploring the assessment of deeper learning from the perspective of specific disciplines,but relevant research on English discipline in junior high school is slightly thin.Therefore,based on the constructivism theory,this study attempted to construct a deeper learning assessment tool for junior high school English reading class and apply it to assess students’ deeper learning process and quality by referring to the SOLO(Structure of the Observed Learning Outcome)taxonomy theory,combined with the new English Curriculum Standard for Compulsory Education(2022 Edition)and China’s Standards of English Language Ability.Based on this,three research questions are posed as follows: 1.What are the content domains of the deeper learning assessment tool for junior high English reading classes based on the SOLO taxonomy theory? 2.How should this tool be applied to assess junior Two students’ quality of deeper learning in English reading classes? 3.What is the overall level of deeper learning of junior Two students in English reading class in terms of differences in academic performance and learning tasks?After testing the validity and reliability of the assessment tool using the Delphi technique and SPSS statistical analysis,a case study was conducted by referring to the assessment tool as a framework to analyze students’ deeper learning process and quality with the learning behaviors and learning outcomes of the five sample students and students pointed to answer questions,who are from class Two,grade Eight in Chengdu X Middle School,in two English reading classes taken as research objects.The results showed that students’ overall learning outcomes were at a shallow level.Simple memorization,recall,and extraction were students ’ main performances;students’ deeper learning outcomes did not show significant differences in their academic differences.There was little difference between students with good cognitive ability and knowledge base and those who are average and underachievers in English learning;the classroom learning tasks mainly pointed to ’what’.The teaching design focused on the accumulation of students’ linguistic knowledge and training of reading skills,and there were fewer tasks concerning the ’why’ and ’how’ aspects that engage students’ thinking.Given the current situation of students’ deeper learning,the author proposed the following suggestions: determining deeper learning objectives based on text interpretation and analysis of students’ learning situation;designing learning activities that reflect the characteristics of deeper learning;and designing classroom assessment schemes based on deeper learning objectives.