Structure of observed learning outcome

The structure of observed learning outcomes (SOLO) taxonomy

is a model that describes levels of increasing complexity in students'
understanding of subjects. It was proposed by John B. Biggs and
Kevin F. Collis.[1]

The model consists of five levels of understanding:[2]

Pre-structural – The task is not attacked appropriately;

the student hasn't really understood the point and uses
Diagram giving an overview of the
too simple a way of going about it. Students in the pre-
structural stage of understanding usually respond to SOLO Taxonomy approach.
questions with irrelevant comments.
Uni-structural – The student's response only focuses on
one relevant aspect. Students in the uni-structural stage of understanding usually give
slightly relevant but vague answers that lack depth.
Multi-structural – The student's response focuses on several relevant aspects but they are
treated independently and additively. Assessment of this level is primarily quantitative.
Students in the multi-structural stage may know the concept in tidbits but don't know how to
present or explain it.
Relational – The different aspects have become integrated into a coherent whole. This level
is what is normally meant by an adequate understanding of some topic. At the relational
stage, students can identify various patterns & view a topic from distinct perspectives.
Extended abstract – The previous integrated whole may be conceptualised at a higher level
of abstraction and generalised to a new topic or area. At this stage, students may apply the
classroom concepts in real life.

See also
Bloom's taxonomy – Classification system in education
DIKW pyramid – Data, information, knowledge, wisdom hierarchy
Educational psychology – Branch of psychology concerned with the scientific study of
human learning
Educational technology – Use of technology in education to improve learning and teaching
Higher-order thinking – Concept in education and education reform
In Over Our Heads – Book on psychological development by Robert Kegan
Integrative complexity – Research psychometric
Model of hierarchical complexity – Framework for scoring how complex a behavior is

References
1. Biggs, John B.; Collis, Kevin F. (1982). Evaluating the quality of learning: the SOLO
taxonomy (structure of the observed learning outcome). Educational psychology series. New
York: Academic Press. ISBN 0120975505. OCLC 7813155 (https://www.worldcat.org/oclc/78
13155).
 2. Biggs, John B.; Tang, Catherine So-kum (2011) [1999]. Teaching for quality learning at
university: what the student does (4th ed.). Maidenhead: McGraw-Hill; Society for Research
into Higher Education; Open University Press. ISBN 9780335242757. OCLC 767560793 (htt
ps://www.worldcat.org/oclc/767560793).

External links
Teaching Teaching & Understanding Understanding (short-film about Constructive Alignment
and The SOLO Taxonomy) (https://ttuu.itu.dk/)

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