SOLO Taxonomy

Dr. Jam Muhammad Zafar

 Making learning visible
to the learner

#solotaxonomy
 Definition
SOLO (Structure of Observed Learning Outcomes) is a Model of learning

that helps develop a common understanding & language of learning that

helps teachers (and students) understand the learning process.

• This model describes levels of increasing complexity in the understanding of

subjects.

• The complexity grows from surface to deeper conceptual understanding

through the SOLO levels.

John B. Biggs and K. Collis (1982)

 SOLO versus BLOOM’S
• The SOLO Taxonomy theory has the
advantage over Bloom’s taxonomy.
• Whilst Bloom’s assists the teacher in
finding the verbs to plan the learning
intentions, SOLO has the edge because
it specifically and precisely targets the
learning intention making it visible to
the learner.
 SOLO Taxonomy
• SOLO allows you to precisely target
learning intentions, making the learning
visible and transparent for all learners.
• Use SOLO to:
– ‘feed up’ your students on where they are
going;
– give them ‘feedback’ on how well they are

doing
– and ‘feed forward’ on their next learning

steps.

Address the needs of all your learners in

the mixed ability classroom using SOLO.
 5 typical ways to answer a question

1. Prestructural I’m not sure about this

subject

4. Relational
I can link my ideas together to see the big picture…
 2. Unistructural
I have one idea about this subject

3. Multi-structural I have several ideas about this

subject
5. Extended
abstract
I can look at these ideas in a new and different way.
 1. Prestructural I’m not sure
SOLO learning progress
about this subject

Learning outcomes show unconnected

information, no organisation
 2. Unistructural
define, identify, name,
I have one idea about this subject I am confident about
e.g. draw, label, match,
find, follow a simple
procedure

Learning outcomes show simple connections but

importance not noted
G/F
 3. Multi-structural I have several ideas about this
subject
describe, list,
outline,

Learning outcomes show connections are

made but significance to overall meaning is

missing
E/D
 sequence, classify,
4. Relational compare & contrast,
I can link my ideas together to see explain
the big causes, explain
picture… effects, analyse
(part- whole),organise,
question, relate, apply

Learning outcomes show full connections

made, and synthesis of parts to the overall
meaning
C/B
 5. Extended abstract I can look at these ideas in a
different way. Generalise, predict,
evaluate, hypothesise,
theorise, create, prove,
plan, justify, argue,
judge, assess

Learning outcomes go beyond

subject and make links to
other concepts A/A*