The document provides information about SOLO (Structure of Observed Learning Outcomes), which is a model of learning that describes how learning outcomes progress in complexity from surface to deep understanding. It outlines the five levels of SOLO (prestructural to extended abstract) and how they can be used to thoughtfully design learning, identify success criteria, provide feedback, and reflect on learning. SOLO is presented as a better alternative to Bloom's Taxonomy for assessing student progress, designing objectives, and describing learning outcomes.

1. SOLO
Taxonomy
Edu-511
Curriculum
Development

2. What is it?
SOLO(Structure of Observed
Learning Outcomes) is amodel of
learning that helps to develop a
common understanding &
language of learning that helps
teachers (and students)
understand the learningprocess.

3. 5 typical ways to answer a question
Prestructural
I’m not sure
about this
subject
Unistructural
I have oneidea
about this
subject
Multistuctrural
I have several
ideas about this
subject
Relational
I canlink myideas
together to see
the bigpicture…
Extendedabstract
I canlook atthese
ideas in anewand
different way.

4. Making
it visible

5. “SOLOTaxonomyprovides a
simple and robust way of
describing how learning
outcomes grow in complexity
from surface to deep
understanding”
Biggs& Collis1982

6. With SOLO we can…
• thoughtfully design learning intentions and
learning experiences
• identify and useeffective successcriteria
• provide feedback and feed forwardon
learning outcomes
• reflect meaningfully on what todo next

7. The language of learning
SOLOlevel Verbs
Unistructural define, identify, name. draw, find, label,match,
follow asimple procedure
Multistuctural describe, list, outline, complete,continue,
combine
Relational sequence, classify, compare & contrast,explain
(cause& effect), analyse, form an analogy,
organise, distinguish, question, relate,apply
Extende
d
abstract
generalise, predict, evaluate, reflect,
hypothesise, theorise, create, prove, justify,
argue, compose, prioritise, design,construct,
perform

8. Isn’t this a bit like Bloom’s
Taxonomy?
• SOLOis based upon atheory about teaching
and learning rather than atheory about
knowledge, (Hattie and Brown,2004)
• Bloom’s is ‘good’ for teachers:planning,
questioning & checkinglearning
• But not great forstudents:
I’ve done applying sir
,can I move on to
analysis now?
• Progressis not implicit withBloom’s

9. SOLO is better because:
• It’s adiagnostic tool – providesuseful
feedback and makesnext stepsclear
• It’s auseful assessment tool – clear linkswith
rubrics
• It canhelp plan objectives & successcriteria
which focus on progress
• It describes the learningoutcome

10. Connecting your learning
Progress
Relational
Understanding
feedback
Deep &
surface
learning
Extended
abstract
Multi
structural
Knowledge
success
criteria
Languageof
learning
assessment
Outcomes

11. REVIEW
Design an activity which could introduceSOLO
to yourstudents
How could you useSOLO?
What do youknow
about SOLO?