Presentation at the Massey University Learning and Teaching Symposium, 28 August, 2017

1. The SOLO taxonomy: a framework
that gives clues to student thinking
Liz Norman
Learning and Teaching Symposium 2017
Massey University

3. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract

4. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
Quantitative change
Qualitative change

5. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
knowledge
understanding

6. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
surface
deep

7. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
recall
application

8. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
E grade
D grade
C grade
B grade
A grade

9. Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
E grade
D grade
C grade
B grade
A grade

10. Lack of knowledge or common knowledge only.
Answer addresses a single aspect or a few aspects.
Oversimplified, reductionist.
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract

11. Multi structural
Signs to look for in answers (not all need to be present)
• Multiple aspects considered and may be comprehensive
• No particular order to aspects presented, or serial structure
“he said, she said”
• Inclusion of irrelevant/less important material
• Lacks integration such as causal explanation or compare and
contrasting
• Replication of material from sources – rote learned or
reproduced without significant transformation

12. Relational
Signs to look for in answers (not all need to be present)
• Aspects explained relative to one another
• Logically organised answer
• Analysis and or synthesis
• Compares similarities and differences
• Integrates multiple levels (eg: molecular, biochemical, systemic)
• Expresses reasons, explains implications, or reaches a conclusion
• Expresses relative importance, value, significance of aspects.
• Selective answer that addresses the point of the question and may
be shorter than a multistructural answer
• Uses the language of the discipline - terminology and phrasing
• Relates answer to examples or experience
• Relates answer to organising principles of the discipline
• Evaluates inconsistencies

13. Lack of knowledge or common knowledge only.
Answer addresses a single aspect or a few aspects.
Oversimplified, reductionist.
Answer addresses multiple aspects and may well be
comprehensive. Connections simple or lacking.
Answer addresses multiple aspects and also how they
integrate and inter-relate. Makes connections between
aspects. Knows their relative
importance/value/significance.
Goes beyond a relational answer within and beyond a
domain, including to areas not experienced or only
imagined. Has more originality, creativity, meta-
connections, and utilisation of overarching principles.
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract

14. What you have to watch out for
• Design assessment tasks that request an
integrated and coherently structured response.
Not: “write short notes on”, “use a table to
compare”
• Relational responses can be reproduced, so design
tasks that require an original application of related
knowledge.
• Decide on the nature of connections expected at
the level of expertise being assessed. Knowledge
connections can range from very basic to expert.

15. References and further reading
Biggs, J. B., & Tang, C. S.-K. (2011). Teaching for
quality learning at university (4th ed.). Maidenhead
UK: McGraw-Hill
Biggs, J. B., & Collis, K. F. (1982). Evaluating the
quality of learning: The SOLO taxonomy (structure of
the observed learning outcome). New York:
Academic Press.
Biggs, J. (1992). A qualitative approach to grading
students. HERDSA News, 14(3), 3-6.