SOLO Taxonomy: A Framework for Assessing Learning Progression
1. SOLO
A Taxonomy for Teaching and
Learning
Structure of Observed Learning
Outcomes
2. SOLO - Background
• 2 Australian academics – John Biggs and Kevin
Collis 1982
http://www.johnbiggs.com.au/academic/solo-taxonomy/
• New Zealand
• Deb Masters and John Hattie
• Pam Hook resources, blog,
Wiki, Twitter
http://pamhook.com/
3. Advantages
• Describes learning progression
• Reliability
• Useful in moderation processes
• Resources
• Useful for self and peer assessment – 5 year olds plus
• Theory about teaching and learning
• Ascending cognitive complexity – powerful tool when
giving feedback
• Caters for differentiation – able to support and
challenge
6. Explore the Taxonomy
• Use the Achievement Standard for your year
level/s and your recent art show products/
unit of work to explore the knowledge, skills
and understandings evident in your students.
• In terms of evidence, consider what your
students can say, write, make and do
8. Elaborate – Combine with Sentence
Structure
• Elaborate using the Sentence Structure
Achievement Standard. Plan to address part of
the Visual Arts Achievement Standard through
class discussion and some sort of written or
oral (videoed comments) activity.
• Graphic organiser to help pull out elements
you want to address
• Stem sentences
Introduce each of the levels.
Explain the quantitative shift from uni to multi and the qualitative shift to relational and extended abstract.
Remember to give a ‘C’ grade in SA student needs to be able to transfer learning to a new context. Discuss near and far transfer.
Give an Early Years example and a Middle Years example
Early Years –
Someone has to hang bag up for student
Student hangs bag up when prompted
Student hangs bag up and takes out reader folder without reminder
As above and is able to explain why this helps to get ready for learning
Student can also help someone else prepare themselves for learning
Middle Years - Algebra
1 Doesn’t know where to start
2 Can continue pattern with adult or peer support
3 Can continue a variety of number and geometric patterns
4 Can describe the relationship between terms in the patterns
5 Can generalise a rule for the pattern to determine any nominated term
Where would you sit on this continuum of learning in relation to:
Under-water knitting
Swimming
Changing a tyre
Teaching others how to do the Charleston
Presenting information about famous artists
