Here it is suggested (see table 1) an annotated holistic scoring rubric design has been operationalised, as not all the possible characteristics were fully developed or identified in the rubric design. As a consequence not all the reflections presented examined the evolving roles of the teacher/student. This could be attributed to a number of factors such as, the non-specific instructions, the failure to become familiar with the readings identified prior to writing the self-evaluation or to the nature of the annotated holistic rubric design discussed.
SOLO, an acronym for the Structure of Learning Outcomes is a qualitative measure of learning (taxonomy) developed by Biggs and Collis (1982). This taxonomy contains five levels of increasingly complex levels of knowledge,
ordered from incompetence to expertise commonly used in tertiary settings (Murray-Harvey & Slee, 2000). The five levels of the taxonomy can be used to describe student learning outcomes as: prestructural (incompetence, no meaning or relevant knowledge); unistructural
(oversimplication, focus on one relevant aspect);