Construction of "UbD" Homework Optimization Model Based on SOLO Classification Evaluation Theory

Abstract

This paper delves into the construction of an optimized model for “UbD” assignments based on the SOLO classification assessment theory. The study first analyzes the appropriateness of the SOLO classification assessment theory in “UbD” assignment design, pointing out that it not only fits well with the teaching needs of the language subject but also aligns with the trend of deep learning, providing theoretical support for improving assignment quality. At the practical level, the theory emphasizes starting with the end in mind, progressing through graded pathways, and maintaining a consistent assessment orientation, ensuring the scientific and effective design of assignments. A “UbD” assignment optimization model based on the SOLO classification assessment theory is constructed, including assignment structure framework, specific processes, and reflection steps. In terms of assignment structure framework, hierarchical goal setting, rich assessment evidence, and progressive learning experiences are utilized to achieve the hierarchical, systematic, and coherent nature of assignments. In the detailed processes, aspects such as goal-setting, task design, implementation, and assessment feedback are elaborated to provide guidance for practical implementation. The reflection steps underscore the importance of regularly evaluating and reflecting on the effectiveness of assignment design to promote continuous improvement. This study not only enriches the theoretical content of “UbD” assignment design but also offers operational assignment optimization models for frontline educators. Implementing this model can help enhance students' thinking skills, problem-solving abilities, and self-directed learning capabilities, thereby advancing the overall quality of language subject teaching.