SOLO stands for Structure of Observed Learning Outcomes. It was developed in 1982 by John B. Biggs and Kelvin Collis. It is essentially a hierarchy which has 5 stages or levels that attempts to assess the students learning based on the quality of their work. Like Bloom’s taxonomy it looks and structures many of the key verbs used in assessment into different levels.
Prestructural – Lower Order
Students acquires unconnected information. The information is not organised amd makes no sense
Simple connections are created between ideas. Connections are obvious – Keywords: Identify, Name
More connections are being created, but lacks the meta-connections between them Keywords: combine, describe, list, order
Student sees the significence of the various pieces of information and can develop relationships between them. Keywords: Analyse, apply, argue, debate, compare, contrast, check, judge, critique, explain, moderate, relate, integrate, justify
Can make connections beyond the proble, Can generalise and apply to new situation, Can transfer learning and makelinks between subject areas. Keyword: Reflect, evaluate, create, hypothesis, design, invent, conceptualise, theorise, project, abstract
We want to have our students working at the highest levels of extended abstract. Where they can make relationships that stretch be beyond the bounds of the discipline or subject area and can be applied in a variety of situations.
Solo Taxonomy shares similarities with the Modified Daggett’s Application Model, where the higher levels of learning are achieved when learning is applied in real world unpredicatable situations, rather than just applying it to studies within a single unit of learning