the solo taxonomy: a framework that gives clues to student thinking
TRANSCRIPT
![Page 1: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/1.jpg)
The SOLO taxonomy: a framework
that gives clues to student thinking
Liz Norman
Learning and Teaching Symposium 2017
Massey University
![Page 2: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/2.jpg)
![Page 3: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/3.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
![Page 4: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/4.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
Quantitative change
Qualitative change
![Page 5: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/5.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
knowledge
understanding
![Page 6: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/6.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
surface
deep
![Page 7: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/7.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
recall
application
![Page 8: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/8.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
E grade
D grade
C grade
B grade
A grade
![Page 9: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/9.jpg)
Pre-structural
Uni-structural
Multi-structural
Relational
Extended abstract
E grade
D grade
C grade
B grade
A grade
![Page 10: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/10.jpg)
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
![Page 11: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/11.jpg)
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
![Page 12: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/12.jpg)
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
![Page 13: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/13.jpg)
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
![Page 14: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/14.jpg)
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.
![Page 15: The SOLO taxonomy: a framework that gives clues to student thinking](https://reader034.vdocuments.net/reader034/viewer/2022051301/5a6761f07f8b9ab0378b47b5/html5/thumbnails/15.jpg)
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.