SOLO.pptx

Presented by:
CELESTINA M. ALBA, EdD.
Education Program Supervisor
DIVISION TECHNICAL ASSISTANCE TO THE
ELEMENTARY DISTRICT SCHOOL HEADS IN-
CHARGE OF MATHEMATICS (D-SHICOM) ON
THE USE OF THE SOLO (STRUCTURE OF
OBSERVED LEARNING OUTCOMES)
FRAMEWORK IN TEST DEVELOPMENT IN
MATHEMATICS
November 16-18, 2022

What Makes Assessment Authentic?
(Task 1)

What Makes Assessment Authentic ?
1.It involves students in tasks that are
worthwhile, significant and meaningful.

1.It involves students in task that are
2.It highlights what students do not know.

1.It involves students in task that are
2.It highlights what students do not know.
3. It involves varied activities such as oral,
interviews, group problem-solving task or
the creation of portfolios.

4. It involves HOT skills and the integration of a
broad range of knowledge.
5. It is scored using clearly stated and agreed
upon performance standards, not norms or
counting of errors.

6. It empowers students by providing for a
significant degree of student choice.
7. It reflects real-life situation interdisciplinary
tasks/problems

CHANGING ROLES OF TEACHERS
 from “transmitter of knowledge” to “facilitator
of classroom activities designed to promote
learning.
 from taking on the responsibility for student
learning to assisting learners to take
responsibility for their own learning.

CHANGING ROLES OF TEACHERS
 from being “ enemies” to allies of the
students in the assessment process, and
 from being the sole evaluator of student’s
performance to being just one of the many
possible evaluators of student’s
performance.

How about the “Changing roles of School
Heads”?
•Please reflect and share your ideas …

THE USE OF THE SOLO (STRUCTURE OF
OBSERVED LEARNING OUTCOMES)
FRAMEWORK IN TEST DEVELOPMENT IN
MATHEMATICS

SESSION TARGETS
• The participants are expected to use SOLO in Test
Development;
• Topics to discuss
 The SOLO Framework and Use in Item Writing ,Scoring
and Communication of Test results
 The SOLO Framework Combined with Revised Bloom’s
Taxonomy in Test Development
 Preparation of Table of Specification for Test
Development

SESSION TARGETS
Development;
and Communication of Test Results
 The SOLO Framework combined with Revised Bloom’s
Development

SESSION TARGETS
Development;
and Communication of Test Results
 The SOLO Framework Combined with Revised Bloom’s
Development

Activity 1
Item Objective: Determine the level of SOLO that a response represents.
Which of the following possible answers to the problem below is at the
relational level in the SOLO framework?
Mangoes in a Basket
1.Problem: How many mangoes are there in 5 baskets if every basket has 10
mangoes?
A. The 5 baskets have a total of 50 mangoes.
B. There are 15 mangoes in all the 5 baskets
C. There are 5 mangoes in the 5 baskets.
D. There are 50 mangoes in all which may have been
picked as they are already ripe.

Activity 1
Solid Matters
2. Problem: Which is a set of solid?
A. A basket of fruit, a box of cookies, a case of
drinks
B. A bottle of mouthwash, a can od chips, a sachet
of toothpaste
C. A pack of toasted bread , a pack of biscuits, a
pack of candies
D. A bottle of conditioner, a box of powdered soap,
a bottle of shampoo

Activity 1
Item Objective: Evaluate the information necessary in the preparation of a
table of specification for an Achievement test;
The TOS
3. Question: Which of the following are needed when preparing TOS for a
Diagnostic test that is designed based on the Revised Blooms taxonomy and
the SOLO framework?
i. the target topics are reflected with or without the statement of
competencies.
ii. The six cognitive processes are reflected as the basis in constructing the
options in very item.
iii. The four dimensions of knowledge are reflected as the basis in applying
the SOLO taxonomy
iv. The score to be assigned per cognitive behavior is indicated to
determine if SOLO taxonomy is applied or not in the design of the test.

A. i and iv only
B. i and iii only
C. i, ii,and iv only
D.i, ii, iii and iv.

Activity 1
Problem: How many mangoes are there in 5 baskets if every basket has 10
mangoes?
D. There are 50 mangoes in all which may have been picked
as they are already ripe.

Choices SOLO Level Score
/Code
A. The 5 baskets have a total of 50
mangoes.
B There are 15 mangoes in all the 5
baskets
C There are 5 mangoes in the 5 baskets.
D There are 50 mangoes in all which may
have been picked as they are already
ripe.

/Code
A. The 5 baskets have a total of 50 mangoes. Relational
B There are 15 mangoes in all the 5 baskets
have been picked as they are already ripe.

/Code
A. The 5 baskets have a total of 50 mangoes. Relational 3
B There are 15 mangoes in all the 5 baskets

Choices SOLO Level Score/
Code
mangoes.
Relational 3
baskets
Unistructural
ripe.

Code
B There are 15 mangoes in all the 5 baskets Unistructural 1
D There are 50 mangoes in all which may have
been picked as they are already ripe.

Code
mangoes.
Relational 3
baskets
Unistructural 1
C There are 5 mangoes in the 5
baskets.
Unistructural
D There are 50 mangoes in all which
may have been picked as they are
already ripe.

Code
mangoes.
Relational 3
baskets
Unistructural 1
C There are 5 mangoes in the 5 baskets. Unistructural 1
already ripe.

Code
mangoes.
Relational 3
baskets
Unistructural 1
ripe.
Extended
Abstract

Code
B There are 15 mangoes in all the 5 baskets Unistructural 1
Extended
Abstract
4

Problem: Which is a set of solid?
A. A basket of fruit, a box of cookies, a case of drinks
B. A bottle of mouthwash, a bar of soap, a sachet of
toothpaste
C. A pack of toasted bread, a pack of biscuits, a pack
of candies
D. A bottle of conditioner , a box of powdered soap,
a bottle of shampoo

Code
A. A basket of fruit, a box of cookies, a
case of drinks
B A bottle of mouthwash , a bar of soap,
a sachet of toothpaste
C A pack of toasted bread, a pack of
biscuits, a pack of candies
D A bottle of conditioner , a box of
powdered soap, a bottle of
shampoo
Which is a set of solid?

Code
A. A basket of fruit, a box of cookies,
a case of drinks
M
B A bottle of mouthwash, a bar of
soap, a sachet of toothpaste
C A pack of toasted bread,, a pack of
powdered soap, a bottle of
shampoo

Code
A. A basket of fruit, a box of cookies, a case
of drinks
M 2
B A bottle of mouthwash, a bar of soap, a
sachet of toothpaste
C A pack of toasted bread, a pack of biscuits,
a pack of candies
D A bottle of conditioner, a box of powdered
soap, a bottle of shampoo

Code
of drinks
M 2
U
C A pack of toasted bread, a pack of
powdered soap, a bottle of shampoo

Code
case of drinks
M 2
U 1
C A pack of dried noodles, a pack of
D A bottle of oil, a box of powdered

Code
case of drinks
M 2
U 1
C A pack of toasted bread , a pack of
R

Code
of drinks
M 2
U 1
R 3

Code
case of drinks
M 2
U 1
R 3
U

Choices SOLO
Level
Score/
Code
of drinks
M 2
U 1
R 3
U 1

Question No. 3
Item Objective: Evaluate the information necessary in the preparation of a
table of specification for an Achievement test;
Question: Which of the following are needed when preparing TOS for a
Diagnostic test that is designed based on the Revised Blooms taxonomy and
the SOLO framework?
i. the target topics are reflected with or without the statement of
competencies.
ii. The six cognitive processes are reflected as the basis in constructing the
options in very item.
iii. The four dimensions of knowledge are reflected as the basis in applying
the SOLO taxonomy
iv. The score to be assigned per cognitive behavior is indicated to
determine if SOLO taxonomy is applied or not in the design of the test.

Choices for Example No. 3
A. i and iv only
B. i and iii only
C. i, ii,and iv only
D.i, ii, iii and iv.

Choices SOLO Level Score /Code
A. i and iv only
B i and iii only
C i , ii, and iv only
D I, ii, iii and iv

A. i and iv only R
B i and iii only
D I, ii, iii and iv

A. i and iv only R 3
B i and iii only
D i, ii, iii and iv

B i and iii only U
C i , ii, and iii only
D I, ii, iii and iv

B i and iii only U 1
D I, ii, iii and iv

C i , ii, and iv only M
D I, ii, iii and iv

C i , ii, and iv only M 2
D I, ii, iii and iv

D I, ii, iii and iv M

D I, ii, iii and iv M 2

WHAT IS SOLO?
SOLO means Structure of Observed Learning Outcomes,
popularized by Kevin F. Collis and John B. Biggs in 1982, in
their book “Evaluating the Quality of Learning: The SOLO
Taxonomy.
 It is a framework for understanding with five levels, where
each other level embraces the previous level but add
something more.

Why is Solo Taxonomy useful?
1. It helps learners to reflect meaningfully on
what the next levels in their learning are.
2. It helps instructors to thoughtfully design learning
experiences and learning intentions
3. It is used by the teachers and students together.

4. It makes it convenient to identify and implement effective
success criteria.
5. If offers feedforward and feedback for the learning
outcomes
6. Students understand the reasons for everything they do
and realize improvements are due to their own strategies

7.It shows the difference between deep and surface
understanding, helping learners understand where they are
on that spectrum, and what they must do to progress.

Five Hierarchical Levels of Understanding

Pre-structural
 This is an incompetent stage, where learner does not know
anything about the task or the subject.
 At this stage, the student simply gets unconnected
information, which has no sense or organization.
 The student remains unable to understand the information;
hence, he does not demonstrate understanding.

Uni-structural Level
This is the stage when learner knows just a
single relevant aspect of a task or a subject.
 At this stage, the student only knows about the
basic concept of the task or the subject.

Unistructural Level
Therefore, a student can make easy and apparent
connections; but, he does not know the broader
significance of the information.
The students' response indicates concrete
understanding of the task, but it pays attention to only
one relevant aspect.

Multistructural
• At this stage,
 the student knows numerous relevant independent aspects.
 although, the learners understand the relationship between different
aspects but it's relationship to the whole remains unclear
. Concepts and ideas about a topic are not connected.
 The students can make several connections, but they do not
understand the significance of the whole.
The students’ response is based upon some relevant aspects, but their
responses are treated independently.

Relational level
 aspects of knowledge are combined to form a
structure.
 the student is able to understand the importance of
different parts in relation to one whole.
Concepts and ideas are connected, and they offer
coherent knowledge of the whole.

Relational level
students' response shows an understanding of the
task by being able to combine all the parts.
Students can demonstrate how the each part
contributes to the whole

Extended Abstract
This is a stage where knowledge is generalized to
build a new domain.
 After reaching this level the students do not only
make connections within the provided task but they
also create connections beyond it.

Extended Abstract
Students can transfer and generalize the concepts and
principles from one subject area into another domain.
The students' response shows that they can conceptualize
beyond the level of what has been taught. They are able to
propose new concepts and ideas on basis of their understanding
of the task or subject being taught.

How is SOLO used in test construction?
 in structuring responses to questions in a multiple –choice test
format
 in structuring rubrics in describing responses to questions in an
open ended or constructed –response type of test
 to describe the degree of correctness or responses given to
questions in a test
 in scoring, interpreting and communicating test results.

 in structuring responses to questions in a multiple –choice test format
 in structuring rubrics in describing responses to questions in an open
ended or constructed –response type of test
 to describe the degree of correctness or responses given to questions
in a test
 in scoring, interpreting and communicating test results.

Structuring responses to multiple choice- test items
Level of
Understanding
SOLO
CODE
Meaning Levels of
thinking
Pre-structural 0 The choice is not correct
Uni-structural 1 The choice illustrates one idea about the
topic
Surface
Multi-structural 2 The choice illustrates two or more ideas
(several ideas)about the topic
Relational 3 The choice illustrates ideas that are
linked together to see the big picture.
This is the correct answer .
Deep
Extended
Abstract
4 The choice has ideas that goes beyond
the correct answer.

How is SOLO used in test construction

Example 1
Problem: How many mangoes are there in 5 baskets if every basket has 10
mangoes?
D. There are 50 mangoes in all which may have been picked
as they are already ripe.

mangoes.
Relational 3
baskets
Unistructural 1
C There are 5 mangoes in the 5
baskets.
Unistructural 1
already ripe.
Extended abstract 4

Choices SOLO
Level
Score
/Code
Level of Proficiency
A.
The 5 baskets have a total of 50
mangoes.
R 3
B
There are 15 mangoes in all the
5 baskets
U 1
C
There are 5 mangoes in the 5
baskets.
U 1
D.
There are 50 mangoes in all
which may have been picked as
they are already ripe.
E A 4

Choices SOLO
Level
Score
/Code
A.
mangoes.
R 3 Proficient
B
5 baskets
U 1
C
baskets.
U 1
D.
E A 4

Choices SOLO
Level
Score
/Code
A.
mangoes.
R 3 Proficient
B
5 baskets
U 1 Somewhat Proficient
C
baskets.
U 1
D.
E A 4

Choices SOLO
Level
Score
/Code
A.
mangoes.
R 3 Proficient
B
5 baskets
C
baskets.
D.
E A 4

Choices SOLO
Level
Score
/Code
A.
mangoes.
R 3 Proficient
B
5 baskets
C
baskets.
D.
E A 4 Highly Proficient

Choices SOLO
Level
Score
/Code
Level of
Proficiency
Explanation /Feedback
A.. The 5 baskets have a
total of 50 mangoes.
R 3 Proficient
B. There are 15 mangoes
in all the 5 baskets
U 1 Somewhat
Proficient
C. There are 5 mangoes in
the 5 baskets.
U 1 Somewhat
Proficient
D. There are 50 mangoes
in all which may have
been picked as they are
already ripe.
E A 4 Highly
Proficient

Choices SOLO
Level
Score
/Code
Level of
Proficiency
R 3 Proficient The learner got the correct
response
U 1 Somewhat
Proficient
the 5 baskets.
U 1 Somewhat
Proficient
already ripe.
E A 4 Highly
Proficient

Choices SOLO
Level
Score
/Code
Level of
Proficiency
response
U 1 Somewhat
Proficient
The learner knows one idea
he/she knows how to add
the 5 baskets.
U 1 Somewhat
Proficient
already ripe.
E A 4 Highly
Proficient

Choices SOLO
Level
Score
/Code
Level of
Proficiency
response
U 1 Somewhat
Proficient
the 5 baskets.
U 1 Somewhat
Proficient
Hs/she knows how to
subtract
already ripe.
E A 4 Highly
Proficient

Choices SOLO
Level
Score
/Code
Level of
Proficiency
response
U 1 Somewhat
Proficient
the 5 baskets.
U 1 Somewhat
Proficient
Hs/she knows how to
subtract
already ripe.
E A 4 Highly
Proficient
The learner got the correct
answer and was able to go
beyond the relational level.

EXAMPLE NO. 2
Problem: Which is a set of solid?
A. A basket of fruit, a box of cookies, a case of drinks
B. A bottle of mouthwash, a bar of soap, a sachet of
toothpaste
C. A pack of toasted bread , a pack of biscuits, a pack
of candies
D. A bottle of conditioner , a box of powdered soap,
a bottle of shampoo

A. A basket of fruits, a box of
cookies, a case of of drinks
M 2
B A bottle of mouthwash, a bar
of soap, a sachet of toothpaste
U 1
C A pack of toasted bread , a
pack of biscuits, a pack of
candies
R 3
D A bottle of conditioner , a box
of powdered soap, a bottle of
shampoo
U 1

Choices SOLO
Level
Score/
code
Level of
Proficiency
case of drinks
M 2
B A bottle of mouthwash, a bar of soap ,
U 1
R 3
U 1

Choices SOLO
Level
Score/
code
case of drinks
M 2 Nearly Proficient
B A bottle of mouthwash, a bar of soap ,
U 1
R 3
U 1

Choices SOLO
Level
Score/
code
Level of
Proficiency
case of drinks
U 1 Somewhat
Proficient
R 3
U 1

Choices SOLO
Level
Score/
code
case of drinks
B A bottle of liquid, a can of chips, a
U 1 Somewhat
Proficient
R 3 Proficient
U 1

Choices SOLO
Level
Score/
code
case of drinks
B A bottle of liquid, a can of chips, a
U 1 Somewhat
Proficient
R 3 Proficient
U 1 Somewhat
Proficient

.
Choices SOLO
Level
Score
/Code
Level of
Proficiency
Explanation
/Feedback
A. A basket of fruit, a box of
cookies, a case of drinks
B A bottle of liquid, a can
od chips, a sachet of
toothpaste
U 1 Somewhat
Proficient
C A pack of dried noodles, a
pack of biscuits, a pack of
candies
R 3 Proficient
D A bottle of oil, a box of
powdered soap, a bottle
of shampoo
U 1 Somewhat
Proficient

Choices SOLO
Level
Score
/Code

Choices SOLO
Level
Score
/Code
A. i and iv only R 3 Proficient

Choices SOLO
Level
Score
/Code
B i and iii only U 1 Somewhat Proficient

Choices SOLO
Level
Score
/Code
C i , ii, and iv only M 2 Nearly Proficient

Choices SOLO
Level
Score
/Code
D I, ii, iii and iv M 2 Nearly Proficient

Choices SOLO
Level
Score/
Code
Levels of proficiency Explanation /
Feedback
D I, ii, iii and iv M 2 Nearly Proficient

Example: Tamales Delicacy
• In your barangay one of the famous delicacies is tamales. It is
also known as “Suman sa Lihiya” serve with decadent sauce.
One day your cousin from Batangas visited your family since they
have not been able to travel for a long time due to the pandemic.
During the meryenda time, your mother prepared tamales for
them. Because it was the first time they ate tamales, they asked
your mother about its ingredients. The table below shows the
ingredients in making 12 pieces of tamales with corresponding
amount per kilogram.

.
Tamales Delicacy – Question 1
1. What are the ingredients for making 6 pieces of tamales?
A. 1 kilogram of malagkit,
1
4
kilogram of sugar,
1
2
kilogram of coconut milk
B. 1 kilogram of malagkit,
1
2
kilogram of sugar,
1
4
C.
1
2
kilogram of malagkit, 1/4 kilogram of sugar,
1
8
D.
1
4
kilogram of malagkit,
1
2
kilogram of sugar, 1 kilogram of coconut milk

2. If you will combine the ingredients, what will you
do?
A. add C. multiply
B.divide D. subtract

• 3. What is the total number of kilograms of ingredients that are needed
to make 12 pieces of tamales?
A. 1
1
4
B. 1
1
2
C. 1
2
3
D. 1
3
4
• 4. What is the number sentence if you want to make 2 dozens of
tamales?
A.2 + (1 +
1
2
+
1
4
) = N C. (2 x 12) + (1 +
1
2
+
1
4
) = N
B.2 x (1 +
1
2
+
1
4
) = N D. (2 x 12) x (1 +
1
2
+
1
4
) = N

HOW is SOLO used in test construction
.

DRUG CONCENTRATION
Peter has to take 80 mg of a
drug to control his blood
pressure. The following graph
shows the initial amount of
the drug and the amount that
remains active in Peter’s
blood after one, two, three
and four days.

Question:
• How much of the drug remains active at the end of the first
day?
A. 6 mg
B. 12 mg
C. 20 mg
D. 32 mg

How do we apply SOLO in explaining
student's response to the item?

Activity 2
Item Objective: Structure possible choices for multiple choice type of test using
the levels of SOLO and give the corresponding points and level of proficiency.
Presentation of output follows.
1. Age Problem
Problem: If your sister’s age exceeds the age of your younger brother by 9 and if
the sum of their ages is 25. Find their ages.

SESSION TARGETS
Development;
and Communication of test results
 The SOLO framework combine with Revised Bloom’s
Development

Bloom's Taxonomy Vs Solo Taxonomy
1.The Bloom's taxonomy implies that there is
an essential relationship between the
questions asked and their responses;
whereas, both the question and answer can
have a different level in SOLO taxonomy.

2. Bloom's Taxonomy differentiates
'knowledge' from the intellectual
processes or abilities that function on this
'knowledge' whereas the SOLO taxonomy is at
its core based upon the processes of
understanding used by the learners when
responding to the prompts. Hence, knowledge
pervades across each level of the SOLO
taxonomy.

3. Bloom argues that his taxonomy does not
only relate complexity but also relates a
sequence of difficulty; whereas, there is no
such requirement of increasing difficulty in
case of the SOLO method.

4.Bloom’s taxonomy does not accompany
criteria for guessing the results of any
activity; whereas, SOLO taxonomy is
precisely useful for guessing the outcomes
(Crompton, 2019).

• 5. Both taxonomies along with the Universal Thinking
Framework, enable children to talk about their learning
more effectively.
 Like the SOLO taxonomy, the universal thinking framework is used to
increase the depth of student understanding by building cognitive structures or
schemas.
 The taxonomy helps classrooms develop a strong language for learning that
can be used to guide classroom practice in productive ways.

How do we combine SOLO with RBT to make
assessment multidimensional?

Remember:
Retrieving, recognizing, and recalling relevant knowledge from
long-term memory.
Understand:
Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, inferring,
comparing and explaining.
Apply:
Carrying out or using a procedure through executing, or
implementing.
Analyze:
Breaking material into constituent parts, determining how the
parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
Evaluate: Making judgments based on criteria and standards through
checking and critiquing.
Create:
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or structure
through generating, planning, or producing.
Cognitive Behaviors in the Revised Bloom’s Taxonomy
If you aim for
21st century
skills, which
of these levels
should you
target to
assess?
Development of a Table of Specifications
& Crafting of Test Items in Distance Learning
Dr. Marilyn Ubiña-Balagtas
February 2021
13
0

Knowledge Dimensions in the
Revised Bloom’s Taxonomy
Knowledge
Dimension
Description
Factual Terminologies, specific details and elements
Conceptual Knowledge of classifications, principles ,
generalization, theories, models, and structures
Procedural Knowledge of subject-specific skills and
algorithms/procedures
Metacognitive Self-knowledge, strategic knowledge, contextual
and conditional knowledge, knowledge of a
cognitive task
If you aim for
more learner-
centered
assessment,
which of
these levels
should you
target to
assess?
February 2021
13
1

DIMENSIONS REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
FACTUAL 1. What is 8 in 5
+3 =8?
5. 9. 13. 17. 21.What manoes
will you buy?
CONCEPTUAL 2. What is
addition?
6. 10. 14. 18. 22.What concept
can you give to the
total of the
mangoes that you
bought?
PROCEDURAL 3.What is the first
step in adding
numbers?
7.How will you
show addition of
5 and 3
11.What is the
sum of 5 and 3?
15.How does the
sum of 5 and 3
compare with 6 and
2?
19.Is the sum of 5
and 3 = 9?
23 .show how to
add any number .
METACOGNITI
VE
4.Mario bought 5
ripe mangoes and
3 unripe
mangoes. How
many ripe
mangoes did he
buy?
8. Mario bought
5 ripe mangoes
and 3 unripe
mangoes. Which
is more ripe or
unripe
mangoes?
12. Mario
bought 5 ripe
mangoes and 3
unripe mangoes.
How many
mangoes did he
buy?
16.Mario bought 5
ripe mangoes and 3
unripe mangoes
today. He bought 10
mangoes yesterday.
How many mangoes
did he buy in all?
20. Mario bought
5 ripe mangoes
and 3 unripe
mangoes. He
bought 9
mangoes. Do you
agree?
24.
You need to buy
grocery items in
the store. What
are these and
their total?
KNOWLEDGE
DIMENSION
The Revised Blooms Taxonomy
Sample Questions
COGNITIVE PROCESS DOMAIN

How do we increase
the authenticity of a
test?
February 2021
13
3

Which is more authentic and targets higher thinking
skill? Explain your answer.
1. What is 15 + 5?
A.10
B. 15
C. 20
2.During their morning break, Romalyn bought pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did Romalyn spend for her
snacks?
A.Php 10
B. Php15
C.Php 20
February 2021
13
4

1. What is 15 + 5?
A.10
B. 15
C. 20
2. During their morning break, Romalyn bought pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did Romalyn spend for her
snacks?
A.Php 10
B. Php15
C.Php 20
Add – Apply - Procedural
Add/Solve
Apply/Analyze
Procedural/Metacognitive
February 2021
13
5

1.During their morning break, Romalyn bought pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did Romalyn spend for her snacks?
A.Php 10
B. Php15
C.Php 20
2.During your morning break, you bought a pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10
B. Php15
C. Php 20
February 2021
13
6

1. During their morning break, Romalyn bought pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did Romalyn spend for her snacks?
A.Php 10
B. Php15
C.Php 20
2. During your morning break, you bought a pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10
B. Php15
Add/Solve
Apply/Analyze
Add/Solve
Apply/Analyze
Personal/
authentic
February 2021
13
7

1.During your morning break, you bought a pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10
B. Php15
2. During your morning break, you bought worth Php and
worth Php . How much did you spend for your snacks?
February 2021
13
8

1. During your morning break, you bought a pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10
B. Php15
2. During your morning break, you bought worth Php and
worth Php . How much did you spend for your snacks?
Add/Solve
Apply/Analyze
Personal/
authentic
Add/Solve/Create
Apply/Analyze/Create
Personal/
authentic
February 2021
13
9

1. During your morning break, you bought worth Php
and worth Php . How much did you spend
for your snacks?
2. Construct your own word problem involving addition of whole
numbers.
February 2021
14
0

1. During your morning break, you bought
worth Php and worth Php .
How much did you spend for your snacks?
2. Construct your own word problem involving
addition of whole numbers.
Add/Solve/Create
Personal/
Authentic/Restricte
d
Add/Solve/Create
Personal/
Authentic/Extended
February 2021
14
1

Why combine the SOLO framework and
the RBT?

Why do we need to practice multidimensional
assessment?

If I had an hour to solve a problem and
my life depended on the solution, I
would spend the first 55 minutes
determining the proper question to ask,
for once I know the proper question, I
could solve the problem in less than
five minutes
Albert Einstein

References
• Biggs, J., & Collis, K. (1989). Towards a model of school-based curriculum development
and assessment using the SOLO taxonomy. Australian journal of education, 33(2), 151-
163.
• Biggs, J. B. (2011). Teaching for quality learning at university: What the student does.
McGraw-hill education (UK).
• Crompton, H., Burke, D., & Lin, Y. C. (2019). Mobile learning and student cognition: A
systematic review of PK‐12 research using Bloom’s Taxonomy. British Journal of
Educational Technology, 50(2), 684-701.
• Balagtas, M.U (2021)Use of the SOLO Framework in Test Development in the New
Normal( ppt presentation).

THANK YOU!
“ Effective teaching is more of giving
the right questions than giving the
right answers”
- CHMA 2022

SOLO.pptx

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