SOLO Structure of the Observed Learning Outcome A means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they got right (Biggs, 2011)

1. Biggs & Collis (1982)
SOLO Taxonomy
Overview and ideas for use
Robin Trangmar
Coleg Llandrillo

2. What is it?
 SOLO
 Structure of the
 Observed
 Learning
 Outcome
 A means of classifying learning outcomes in terms of
their complexity, enabling us to assess students’ work
 in terms of its quality
 not of how many bits of this and of that they got right
(Biggs, 2011)

3. SOLO TAXONOMY
(after Biggs and Collis 1982)
Levels of understanding displayed Indicative Verbs Phase of learning
as the student learns
Extended Abstract Theorise Qualitative Phase
Student conceptualizes at a level extending beyond what Generalise The detail in the responses
has been dealt with in the actual teaching. Can generalize Hypothesise becomes integrated into a
to a new area. Reflect structural pattern.
Relational Compare/contrast
Indicate orchestration between facts and theory, action Explain causes
and purpose. Analyse
Understanding of several components which are Relate
integrated conceptually. Can apply the concept to Apply
familiar problems or work situations
Multi-structural Enumerate Quantitative Phase
Indicates understanding of boundaries but not of Describe The amount of detail in
systems. List the student’s response
Understanding of several components but the Combine increases.
understanding of each is discreet. Disorganised Do algorithms
collection of ideas or concepts around an issue. Has not
been able to relate the items in the list.
Uni-structural Identify
Concrete, minimalistic understanding of an area. Do simple procedure
Focuses on one conceptual issue in a complex case.
Pre-structural Misses the point
No understanding demonstrated.

4. Compare/contrast Evaluate
SOLO TAXONOMY
Explain causes Theorise
(after Biggs and Collis 1982)
Sequence Generalise
Classify Predict
Analyse Create
Define
Part/whole Imagine
Describe
Define Relate Hypothesise
List
Identify Analogy Reflect
Do algorithm
Do simple Apply
Combine
procedure Formulate questions
Prestructural Unistructural Multistructural Relational Extended abstract

5. Compare/contrast Evaluate
SOLO TAXONOMY
Explain causes Theorise
(after Biggs and Collis 1982)
Sequence Generalise
Classify Predict
Analyse Create
Define
Part/whole Imagine
Describe
Define Relate Hypothesise
List
Identify Analogy Reflect
Do algorithm
Do simple Apply
Combine
procedure Formulate questions
Surface
Deep Learning
Learning
Prestructural Unistructural Multistructural Relational Extended abstract

6. SOLO TAXONOMY
(after Biggs and Collis 1982)
Misses the point!
Prestructural

7. SOLO TAXONOMY
(after Biggs and Collis 1982)
Who painted
Guernica?
Prestructural Unistructural

8. SOLO TAXONOMY
(after Biggs and Collis 1982)
Outline at least
two
compositional
principles that
Picasso used in
Guernica.
Prestructural Unistructural Multistructural

9. SOLO TAXONOMY
(after Biggs and Collis 1982)
Relate the theme
of Guernica to a
current event.
Prestructural Unistructural Multistructural Relational

10. SOLO TAXONOMY
(after Biggs and Collis 1982)
What do you
consider Picasso
was saying via his
painting of
Guernica?
Prestructural Unistructural Multistructural Relational Extended abstract

11. SOLO TAXONOMY
(after Biggs and Collis 1982)
Outline at least
Relate the What do you
Who two
theme of consider Picasso
Misses the painted compositional
Guernica to a was saying via
point! Guernica principles that
current his painting of
? Picasso used in
event. Guernica?
Guernica.
Prestructural Unistructural Multistructural Relational Extended abstract

12. Application
 Curriculum design
 Designing effective learning outcomes
 Formative
 Structuring questions to encourage deeper learning
 Differentiating learning tasks
 Summative
 Assessing the level of understanding more effectively
 Reflective Journals
 Dissertations
 Presentations

13. More information
 Tait Coles @Totallywired77
 http://taitcoles.wordpress.com/

14. References
• Biggs, J., (1999). Teaching for Quality Learning at
University. Buckingham: SRHE/Open University
Press.
• Biggs, J., & Collis, K., (1982). Evaluating the Quality
of Learning: the SOLO taxonomy New York:
Academic Press.
• Biggs, J., (2011) Solo Taxonomy. Available at
http://www.johnbiggs.com.au/solo_taxonomy.html
downloaded 7 February 2012

15. References
 Biggs, J., (2011) Solo Taxonomy. Available at
http://www.johnbiggs.com.au/solo_taxonomy.html
downloaded 7 February 2012
 Hattie, J., & Brown, G., (2004, September). Cognitive
processes in asTTle: The SOLO taxonomy. asTTle
Technical Report 43, University of
Auckland/Ministry of Education.
Available at
http://www.tki.org.nz/r/asttle/pdf/technical-
reports/techreport43.pdf

16. Acknowledgements
 Graphics (Slide 4-11) developed from a PowerPoint
set originally by the Ministry of Education, New
Zealand
http://keycompetencies.tki.org.nz/content/downloa
d/675/4839/file/SOLO%20explained%20ppt.ppt