Certainly! The SOLO Taxonomy, which stands for Structure of Observed Learning
Outcome, is a framework used in education to describe and classify different levels of
understanding and learning outcomes. It was developed by John B. Biggs and Kevin F.
Collis in the 1980s.
The SOLO Taxonomy provides a way to assess and analyze the complexity of student
understanding and learning in a particular subject or topic. It focuses on the qualitative
differences in student performance rather than just measuring the quantity of correct
answers. The taxonomy helps educators evaluate how students progress from a simple
understanding of a concept to a more sophisticated and deep understanding.
The taxonomy consists of five levels or stages of understanding:
1. Prestructural: At this level, the student lacks understanding and is unable to
answer the question or complete the task.
2. Unistructural: The student has a limited understanding and can identify or
describe isolated facts or aspects related to the topic.
3. Multistructural: The student has a broader understanding and can connect
multiple facts or aspects, but they are still considered as separate entities and
lack integration.
4. Relational: The student can make connections between different elements and
describe the relationships between them. They can analyze and explain these
relationships.
5. Extended Abstract: At the highest level, the student demonstrates a deep and
holistic understanding of the topic. They can apply their understanding to new
and unfamiliar situations, generalize principles, and create new insights or
theories.
The SOLO Taxonomy is often used to guide the development of learning objectives,
curriculum design, and assessment tasks. It helps teachers to design learning
experiences that facilitate students' progression from lower levels of understanding to
higher levels, promoting deeper learning and critical thinking skills.
By using the SOLO Taxonomy, educators can better understand the learning progress of
their students, provide targeted feedback, and design appropriate instructional
strategies to enhance learning outcomes.
Certainly! Here are examples of each level of the SOLO Taxonomy applied to a
hypothetical topic of "Photosynthesis":
1. Prestructural: The student is unable to answer the question or provide any
relevant information. Example: What is photosynthesis?
2. Unistructural: The student can identify or describe isolated facts or aspects
related to the topic. Example: State one raw material required for photosynthesis.
3. Multistructural: The student can connect multiple facts or aspects, but they are
still considered as separate entities and lack integration. Example: List the raw
materials and end products of photosynthesis.
4. Relational: The student can make connections between different elements and
describe the relationships between them. Example: Explain how the raw materials
(carbon dioxide and water) are converted into end products (glucose and oxygen)
during photosynthesis.
5. Extended Abstract: The student demonstrates a deep and holistic understanding
of the topic and can apply their understanding to new situations or create new
insights. Example: Design an experiment to investigate how different light
intensities affect the rate of photosynthesis, and explain the underlying
mechanisms behind the observed results.
These examples illustrate the progression of understanding from a basic knowledge of
the topic (Prestructural) to a comprehensive understanding with the ability to apply
knowledge in novel ways (Extended Abstract). The SOLO Taxonomy helps educators
recognize and support students at each level of understanding, facilitating their growth
and development in a subject area.