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The 'Structure of Observed Learning Outcome' ('SOLO') taxonomy is a model that describes levels of increasing complexity in student's understanding of subjects. It was proposed by John B. Biggs (Biggs, 1999) and has since gained popularity.

Contents

The model

See also

References

The model

The model consists of 5 levels of understanding (See (TEDI))

★ '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 students response only focus on one relevant aspect

★ 'Multi-structural' - The students response focus 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.

See also

★ John B. Biggs

★ Bloom's Taxonomy

★ Educational psychology

★ Educational technology

References

Biggs, J. B. (1999). ''Teaching for quality learning at university''. Open University Press.
ATHERTON, J. S. (2005) ''Learning and Teaching: SOLO taxonomy''. [On-line] UK: Available: [1] Accessed: 7 June 2007
TEDI. ''Biggs’ structure of the observed learning outcome (SOLO) taxaonomy''. [2]