Taxonomy of Learning Objectives which concentrates on the complexity of thinking and is an alternative approach to Bloom's taxonomy

1. SOLO TAXONOMY
By
Dr. Sajjad Hussain
Center for Education & Staff Training
University of Swat
sajjadhussain@uswat.edu.pk

2. Remember
• SUSTAINABLE CHANGES STARTS
WITH THINKING AT THE EDGES OF
THE BOX. ITS ABOUT EVOLUTION
NOT REVOLUTION.

3. Background of SOLO
Taxonomy
• Kevin Collis and John Biggs devised the SOLO
taxonomy (Structure of Observed Learning
Outcomes) in 1982 as an alternative of Bloom’s
taxonomy.
• This taxonomy provides a measure of cognitive
learning outcomes or understanding of thinking.
• This framework represents student learning of diverse
materials in stages of ascending structural
complexity.
• It also, these stages exhibit a similar sequence across
tasks.

4. Uses of SOLO
Taxonomy
• To increase the quality and complexity of
thought by integrating relevant activities and
innovative lesson deliveries in corresponding to
the content.
• To establish learning objectives to provide
students with clear and concise directives for
achieving academic goals.
• To create assessment criteria that eventually
guides students to prepare for exams and
conduct tests as per standardized methods.
• To create and evaluate learning programs that
would serve to boost self-confidence and
motivation within students and ultimately help
to achieve learning outcomes

5. Five Hierarchical Levels
Of SOLO Taxonomy
1. Pre-Structural Level
2. Unistructural Level
3. Multi-structural Level
4. Relational Level
5. Extended Abstract Level

6. 1. Pre-Structural
Level
• This is the initial stage, also known as the incompetent
/ incomplete stage, where the learner does not know
about the task or subject.
• At this stage, the student gets unconnected
information, which makes no sense or organization.
• Therefore, the student is unable to understand the
information and does not demonstrate any
understanding either.
• Associated verbs and Example:
• Verbs: Failed, successful, flunked, learner missed the
point, failed to comprehend.
• Example: The students fail to execute the task due to a
lack of understanding.

7. 2. Unistructural Level
• At this stage, the learner gets to know just a single relevant
aspect of a task or subject; with basic understanding of a
concept or task.
• Therefore, a students can make easy and apparent
connections, but he or she does not have any idea how
significant that information might be or not.
• In addition, the students’ response indicates a concrete
understanding of the task, but it focuses on only one relevant
aspect.
• Associated verbs and Example:
• Verbs: Name, list, memorize, define, identify.
• Example: What is the weather today?

8. 3. Multi-structural
Level
At this stage, students
gain an understanding
of numerous relevant
independent aspects.
Despite understanding
the relationship
between different
aspects, its
relationship to the
whole remains
unclear.
Suppose the teacher is
teaching about several
topics and ideas, the
students can make
varied connections,
but they fail to
understand the
significance of the
whole.
The students’
responses are based
on relevant aspects,
but their responses
are handled
independently.
Verbs: Define,
describe, classify,
combine, do
algorithms.
Example: List some of
the clothes that we
might need to wear
today?

9. 4. Relational Level
• This stage relates to aspects of knowledge combining to form a structure.
• By this stage, the student is able to understand the importance of different
parts in relation to the whole.
• They are able to connect concepts and ideas, so it provides a coherent
knowledge of the whole thing.
• Moreover, the students' response indicates an understanding of the task by
combining all the parts, and they can demonstrate how each part contributes
to the whole.
Verbs: Explain, analyze, integrate, sequence, relate, apply, compare, contrast.
Example: Which type of weather do you prefer? Explain your reasons. How
does today’s weather compare with the weather at other times of the year?

10. 5. Extended Abstract Level
BY THIS LEVEL, STUDENTS ARE
ABLE TO MAKE CONNECTIONS
WITHIN THE PROVIDED TASK,
AND THEY ALSO CREATE
CONNECTIONS BEYOND THAT.
THEY DEVELOP THE ABILITY TO
TRANSFER AND GENERALIZE
THE CONCEPTS AND
PRINCIPLES FROM ONE
SUBJECT AREA INTO A
PARTICULAR DOMAIN.
THEREFORE, THE STUDENTS’
RESPONSE INDICATES THAT
THEY CAN CONCEPTUALIZE
BEYOND THE LEVEL OF WHAT
HAS BEEN TAUGHT. THEY ARE
ABLE TO PROPOSE NEW
CONCEPTS AND IDEAS
DEPENDING ON THEIR
UNDERSTANDING OF THE TASK
OR SUBJECT TAUGHT.
VERBS: EVALUATE, REFLECT,
THEORIES, HYPOTHESES,
GENERALIZE, CREATE AND
IMAGINE.
EXAMPLE - WHAT HAPPENS TO
THE WEATHER THROUGHOUT
THE YEAR? DESCRIBE THE
CONNECTION BETWEEN THE
WEATHER, THE SEASONS, AND
WHERE WE ARE IN THE
WORLD?

12. Comparison Between Blooms and SOLO Taxonomy

13. Conclusions
Provides a framework for teachers to
plan progression of skills by using
solo verbs
Ensures that teachers build in
appropriate challenge to their lessons
and activities at the planning stage
Encourages teachers to consider the
depth of learning at the planning
stage