Structure of observed learning outcome

The structure of observed learning outcomes (SOLO) taxonomy is a model that describes levels of increasing complexity in students' understanding of subjects. It was proposed by John B. Biggs and Kevin F. Collis.[1]

Diagram giving an overview of the SOLO Taxonomy approach.

The model

The model consists of five levels of understanding:[2]

  • Pre-structural – The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it.
  • Uni-structural – The student's response only focuses on one relevant aspect.
  • Multi-structural – 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.
gollark: It's one thing to go "the universe is complicated, therefore an intelligent being of some sort created it" (not that I think you demonstrated this!) but it's quite another to go "therefore all the ridiculous and complicated lore of [SOME RELIGION] is also true".
gollark: That sounds like one of those things where they test a ridiculous amount of ways to extract information/random noise from the Bible and, amazingly, find that sometimes random noise seems like an interesting thing.
gollark: They weren't very *good* steam engines; they were missing steel or something.
gollark: No, I mean what do they interact with and what's the evidence of it.
gollark: > without a creation there is no world staying aliveAgain, please actually explain this?

See also

References
  1. Biggs, John B.; Collis, Kevin F. (1982). Evaluating the quality of learning: the SOLO taxonomy (structure of the observed learning outcome). Educational psychology series. New York: Academic Press. ISBN 0120975505. OCLC 7813155.
  2. Biggs, John B.; Tang, Catherine So-kum (2011) [1999]. Teaching for quality learning at university: what the student does (4th ed.). Maidenhead: McGraw-Hill; Society for Research into Higher Education; Open University Press. ISBN 9780335242757. OCLC 767560793.
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