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Biggs & Collis (1982)     SOLO TaxonomyOverview and ideas for use        Robin Trangmar        Coleg Llandrillo
What is it? SOLO    Structure of the    Observed    Learning    Outcome A means of classifying learning outcomes in ...
SOLO TAXONOMY(after Biggs and Collis 1982)Levels of understanding displayed                            Indicative Verbs   ...
Compare/contrast      Evaluate SOLO TAXONOMY                                                   Explain causes        Theor...
Compare/contrast      Evaluate SOLO TAXONOMY                                                   Explain causes        Theor...
SOLO TAXONOMY (after Biggs and Collis 1982)          Misses the point!Prestructural
SOLO TAXONOMY (after Biggs and Collis 1982)                           Who painted                            Guernica?Pres...
SOLO TAXONOMY (after Biggs and Collis 1982)                                                   Outline at least            ...
SOLO TAXONOMY (after Biggs and Collis 1982)                                                                Relate the them...
SOLO TAXONOMY (after Biggs and Collis 1982)                                                   What do you                 ...
SOLO TAXONOMY (after Biggs and Collis 1982)                                 Outline at least                              ...
Application Curriculum design    Designing effective learning outcomes Formative    Structuring questions to encourage...
More information Tait Coles @Totallywired77   http://taitcoles.wordpress.com/
References• Biggs, J., (1999). Teaching for Quality Learning at  University. Buckingham: SRHE/Open University  Press.• Big...
References Biggs, J., (2011) Solo Taxonomy. Available at  http://www.johnbiggs.com.au/solo_taxonomy.html  downloaded 7 Fe...
Acknowledgements Graphics (Slide 4-11) developed from a PowerPoint  set originally by the Ministry of Education, New  Zea...
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Solo taxonomy: Overview of SOLO taxonomy

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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)

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  • Transcript of "Solo taxonomy: Overview of SOLO taxonomy"

    1. 1. Biggs & Collis (1982) SOLO TaxonomyOverview and ideas for use Robin Trangmar Coleg Llandrillo
    2. 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. 3. SOLO TAXONOMY(after Biggs and Collis 1982)Levels of understanding displayed Indicative Verbs Phase of learningas the student learnsExtended Abstract Theorise Qualitative PhaseStudent conceptualizes at a level extending beyond what Generalise The detail in the responseshas been dealt with in the actual teaching. Can generalize Hypothesise becomes integrated into ato a new area. Reflect structural pattern.Relational Compare/contrastIndicate orchestration between facts and theory, action Explain causesand purpose. AnalyseUnderstanding of several components which are Relateintegrated conceptually. Can apply the concept to Applyfamiliar problems or work situationsMulti-structural Enumerate Quantitative PhaseIndicates understanding of boundaries but not of Describe The amount of detail insystems. List the student’s responseUnderstanding of several components but the Combine increases.understanding of each is discreet. Disorganised Do algorithmscollection of ideas or concepts around an issue. Has notbeen able to relate the items in the list.Uni-structural IdentifyConcrete, minimalistic understanding of an area. Do simple procedureFocuses on one conceptual issue in a complex case.Pre-structural Misses the pointNo understanding demonstrated.
    4. 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 questionsPrestructural Unistructural Multistructural Relational Extended abstract
    5. 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 LearningPrestructural Unistructural Multistructural Relational Extended abstract
    6. 6. SOLO TAXONOMY (after Biggs and Collis 1982) Misses the point!Prestructural
    7. 7. SOLO TAXONOMY (after Biggs and Collis 1982) Who painted Guernica?Prestructural Unistructural
    8. 8. SOLO TAXONOMY (after Biggs and Collis 1982) Outline at least two compositional principles that Picasso used in Guernica.Prestructural Unistructural Multistructural
    9. 9. SOLO TAXONOMY (after Biggs and Collis 1982) Relate the theme of Guernica to a current event.Prestructural Unistructural Multistructural Relational
    10. 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. 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. 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. 13. More information Tait Coles @Totallywired77  http://taitcoles.wordpress.com/
    14. 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. 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. 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
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