Making learning
SOLO TAXONOMY
observable
to the
Student/learner
DEFINITION
SOLO (Structure of Observed Learning Outcomes) is a model
of learning that helps develop a common understanding &
language of learning that helps teachers (and students)
understand the learning process.
•This model describes levels of increasing complexity in the
understanding of subjects.
•The complexity grows from surface to
deeper conceptual understanding
through the SOLO levels.
John B. Biggs and K. Collis (1982)
SOLO TAXONOMY
•SOLO allows you to precisely target learning
intentions, making the learning visible and
transparent for all learners.
•Use SOLO to:
– ‘feed up’ your students on where they are going;
–give them ‘feedback’ on how well they are doing
–and ‘feed forward’ on their next learning steps.
Address the needs of all your learners in
the mixed ability classroom using SOLO.
SOLO Taxonomy
5 TYPICAL WAYS TO ANSWER A
QUESTION
2 Unistructural
I have one idea about
this subject
1 Prestructural
I’m not sure about 3 Multistuctrural
this subject I have several ideas
about this subject
5 Extended abstract
4 Relational
I can look at these ideas
I can link my ideas
in a new and different
together to see the big
way.
picture…
SOLO LEARNING
PROGRESS
1
Prestructural
I’m not sure
about this
subject
Learning outcomes show unconnected
information, no organisation
SOLO LEARNING
PROGRESS
2 Unistructural
I have one idea define, identify,
about this subject name,
I am confident e.g. draw, label,
about match, find, follow a
simple procedure
Learning outcomes show simple connections
but importance not noted
SOLO LEARNING
PROGRESS
3
Multistuctrural
I have several describe, list,
ideas about this outline,
subject
Learning outcomes show connections are
made but significance to overall meaning is
missing
SOLO LEARNING
PROGRESS
sequence, classify,
4 Relational compare & contrast,
I can link my ideas explain causes, explain
together to see the effects, analyse (part-
big picture… whole),organise,
question, relate, apply
Learning outcomes show full connections
made, and synthesis of parts to the overall
meaning
SOLO LEARNING
PROGRESS
5 Extended
Generalise, predict,
abstract
evaluate, hypothesise,
I can look at these
theorise, create, prove,
ideas in a new and
plan, justify, argue,
different way.
judge, assess
Learning outcomes go beyond
subject and make links to
other concepts
FORMS OF
STANDARDIZED TESTS
Multiple choice
Writing samples
Oral question and answer
Task performance
Group standardized tests
Individual standardized tests
TEST VALIDITY
Does the test measure what it claims to measure?
Content validity. Do the test items adequately
reflect the skills, behaviors or content to be
measured?
Concurrent validity. Is performance on one test
correlated to performance on a similar well-
established test that measures the same thing?
Predictive validity. Does this test predict future
performance?
TEST RELIABILITY
Does the test exhibit consistency?
Will students likely receive similar scores
with successive administrations and
scorings.
Will different scorers yield similar results?
Test-retest reliability
ALTERNATE FORM
RELIABILITY
Alternate form reliability
occurs when an individual
participating in a research or testing
scenario is given two different
versions of the same test at different
times. The scores are then compared
to see if it is a reliable form of testing.
SPLIT-HALF
RELIABILITY
Split-half reliability
The split-half method assesses the internal
consistency of a test, such as psychometric
tests and questionnaires. There, it measures the
extent to which all parts of the test contribute
equally to what is being measured. This is done
by comparing the results of one half of a test
with the results from the other half.
SCALES
NOMINAL SCALE: 1ST LEVEL
OF MEASUREMENT
Nominal Scale, also called the categorical
variable scale, is defined as a scale used for
labeling variables into distinct classifications and
doesn’t involve a quantitative value or order.
This scale is the simplest of the four variable
measurement scales. Calculations done on these
variables will be futile as there is no numerical
value of the options.
EXAMPLE
•Gender
•Political preferences
•Place of residence
What is your Political
What is your Gender? Where do you live?
preference?
•1- Independent •1- Suburbs
•M- Male
•2- Democrat •2- City
•F- Female
•3- Republican •3- Town
ORDINAL SCALE: 2ND LEVEL
OF MEASUREMENT
Ordinal Scale is defined as a variable
measurement scale used to simply depict the
order of variables and not the difference between
each of the variables. These scales are generally
used to depict non-mathematical ideas such as
frequency, satisfaction, happiness, a degree of
pain etc. It is quite straightforward to remember
the implementation of this scale as ‘Ordinal’
sounds similar to ‘Order’, which is exactly the
purpose of this scale.
EXAMPLE
This scale not only assigns values to the variables but also measures
the rank or order of the variables, such as:
Grades
Satisfaction
Happiness
How satisfied are you with our services?
1- Very Unsatisfied
2- Unsatisfied
3- Neutral
4- Satisfied
5- Very Satisfied
INTERVAL SCALE: 3RD LEVEL
OF MEASUREMENT
Interval Scale is defined as a numerical scale where the order
of the variables is known as well as the difference between
these variables. Variables which have familiar, constant and
computable differences are classified using the Interval scale.
It is easy to remember the primary role of this scale too,
‘Interval’ indicates ‘distance between two entities’, which is
what Interval scale helps in achieving.
These scales are effective as they open doors for the statistical
analysis of provided data. Mean, median or mode can be used
to calculate the central tendency in this scale. The only
drawback of this scale is that there no pre-decided starting
point or a true zero value.
EXAMPLE
There are situations where attitude scales are considered to be
interval scales.
Apart from the temperature scale, time is also a very common
example of interval scale as the values are already established,
constant and measurable.
Likert scale,
The following questions fall under the Interval Scale category:
What is your family income?
What is the temperature in your city?
RATIO SCALE: 4TH LEVEL OF
MEASUREMENT
Ratio Scale is defined as a variable measurement scale that
not only produces the order of variables but also makes the
difference between variables known along with information
on the value of true zero. It is calculated by assuming that the
variables have an option for zero, the difference between the
two variables is the same and there is a specific order
between the options.
With the option of true zero, varied inferential and descriptive
analysis techniques can be applied to the variables. In
addition to the fact that the ratio scale does everything that a
nominal, ordinal and interval scale can do, it can also
establish the value of absolute zero.
EXAMPLE
The following questions fall under the Ratio Scale category:
What is your daughter’s current height?
Less than 5 feet.
5 feet 1 inch – 5 feet 5 inches
5 feet 6 inches- 6 feet
More than 6 feet
What is your weight in kilograms?
Less than 50 kilograms
51- 70 kilograms
71- 90 kilograms
91-110 kilograms
More than 110 kilograms
Summary – Levels of
Measurement
Offers: Nominal Ordinal Interval Ratio
The sequence of
variables is – Yes Yes Yes
established
Mode Yes Yes Yes Yes
Median – Yes Yes Yes
Mean – – Yes Yes
Difference
between variables – – Yes Yes
can be evaluated
Addition and
Subtraction of – – Yes Yes
variables
Multiplication and
Division of – – – Yes
variables
Absolute zero – – – Yes
