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Introduction SOLO & Blooms Taxonomy

Different but interrelated Classify forms and levels of learning and teaching
Formulate outcomes Facilitate learning process Construct assessing tasks

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Purpose
Bloom = outcomes & questions SOLO = indicate quality of learning = answer

Blooms Taxonomy

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3 domains of learning (KSA)

Cognitive (Knowledge) Psychomotor (Skills) Affective (Attitudes) Intellectual skills Know that

3 domains of learning (KSA)

Three KSA Domains Most complex

Manual or physical skills Growth in feelings or emotional areas

Know how Categories/Levels Know how to express Least complex

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Categories in the cognitive domain

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5 4 3 2 1
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Verbs associated with cognitive domain

1
2
Knowledge Thinking
List Describe Distinguish
Least complex Level

Evaluation Synthesis Analysis

Most complex

Levels

3 4 5 6

Application Comprehension
Least complex

Differentiate Devise Reflect

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Most Complex Level

Knowledge
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Categories in the psychomotor domain

Origination Adaptation Complex response Mechanism Guided response Set Perception
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Verbs associated with psychomotor domain

1 2
Skills
Demonstrate Operate Install
Least complex Level

Most complex level

Creative skills Modify skill Perform automatically No assistance Needs assistance Ready to act

3 4 5

Perform Isolate Construct

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Most Complex Level

Least complex level

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Behaviour
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Categories in the affective domain

Internalising Organisation Valuing Responding Receiving
Least complex level Most complex level

Verbs associated with affective domain

Least complex level

Character Priorities time Value differences Active participation Willing to hear

Most complex level Receiving Listen to Perceive Be alert to Show tolerance to Responding Reflect Reply Answer Follow along Approve Obey Valuing Attain Assume Support Participate Continue Organisation Organise Select Judge Decide Identify with Characterisation Believe Practise Continue to Carry out

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Action words for learning outcomes

KNOWLEDGE Identify List Define Describe State Prepare Recall Express Categorize Chart Rank Distinguish Explain Outline Inform Label Specify THINKING Reflect Compare Contrast Catalogue Classify Evaluate Forecast Formulate Investigate Build Cooperate Modify Organise Research Translate Differentiate Analyse Compute Devise PSYCHOMOTOR Demonstrate Produce Assemble Install Adjust Operate Detect Arrange Isolate Conduct Check Manipulate Lay out Perform Sort Construct ATTITUDES Challenge Reflect Judge/Question Accept Adopt Advocate Accept Bargain Endorse Justify Persuade Resolve Select Express Approve

SOLO Taxonomy

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What is SOLO? Structure of Observed Learning Outcomes

Developed by Biggs and Collis (1982), and is well described in Biggs (1999).
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What is SOLO?
The Structure of Observed Learning Outcome (SOLO) taxonomy is a model that describes levels of increasing complexity in student's understanding of subjects. The SOLO Taxonomy can be used to set learning objectives for where students 'should' be at particular stages of learning or, probably more appropriately, to judge or report on the learning outcomes or the levels attained.
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5 typical ways to answer a question

Prestructural

SOLO Taxonomy Model

The model consists of 5 levels of understanding :
Prestructural The task is not attacked appropriately; the student hasnt really understood the point and uses too simple a way of going about it. Unistructural The student's response only focuses on one relevant aspect. Multistructural The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Relational The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. Extended abstract The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area.
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Extended abstract

Unistructural

Relational

Multistructural

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SOLO Taxonomy Model

The table below summarises the model, and provides indicative verbs that you may wish to incorporate into your teaching and assessment planning. Click here.

Example

Explain why cheetahs have spots.

Example used by Killan 2004:78

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1. Pre-structural
Answer I dont know. Characteristics No attempt to answer the question. So that they are different The response is irrelevant. from lions. No structure to the answer. Give no answer. Repeat what was said in class Guesses the answer: It looks right to me.
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2. Uni-structural
Answer Characteristics It makes them hard to True, but with no see. explanation. Answer focuses on just one relevant fact. Gives a simple correct answer. Based on a quick decision. No explanation provided.

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3. Multi-structural
Answer Characteristics The spots are formed by True, but with no melanin in the skin. The explanation. spots camouflaged them while hunting. Answer based on several relevant concrete details. Uses two or more explanation. No integration of additional knowledge.

4. Relational level
Answer Characteristics
The spots are formed by Biological explanation and melanin in the skin which is a link it to evolution chemical reaction during embryonic development. The spots evolved after mutation to camouflaged them while hunting Answer focuses on ideas that relate all the relevant details. Integrates prior knowledge. Links ideas to explain information.
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5. Extended abstract
Answer Characteristics

More example
Click here.

The spots are formed by melanin in the skin Extended abstract which is a chemical reaction during thought. embryotic development. The spots evolved after mutation to camouflaged them while hunting. Stripes will not be an advantage that is why the king cheetah is so rare in the wild. The spots are mathematical patterns that can be described with partial differential equations.

Answer recognises other possibilities and abstract principles. Goes beyond what has been taught. Uses logical deductions to frame the answer.
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Purposes
Label achievers Framework - quality of learning Get the desired answer
List, name = uni-structural answer Describe = multi-structural answer Analyse = relational answer Predict or reflect = abstract answer

Benefits
Diagnostic tool - provides feedback Assessment tool - rubric Curriculum planning tool Describes learning outcome Setting standards Guides assessment tasks

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The End

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