Simple, Multiple, Related, Extended Simple, Multiple, Related, Extended adapted from SOLO taxonomy, Biggs and Collis 1982, 1989 Structure of Observed Learning Outcomes

What is the difference between success and failure in an exam? Not necessarily the learning, but the outcome

What you know stays the same the higher you go

Pre-structural Ug.

Unistructural Common verbs for unistructural learning outcomes (adapted from Brabrand and Dahl, 2009): Paraphrase, define, identify, count, name, recite, calculate, reproduce, arrange, recognize, find, note, seek, sketch, pick

GCSE PE 2018

Multistructural Common verbs for multistructural learning outcomes : Combine, classify, structure, describe, enumerate, list, do algorithm, apply method, account for, execute, formulate, solve, conduct, prove, complete, illustrate, express, characterize

GCSE PE 2018

Relational Common verbs for relational learning outcomes Analyze, discuss, compare, contrast, integrate, relate, explain causes, apply theory (to its domain), argue, implement, plan, summarize, construct, design, interpret (some senses), structure, conclude, substantiate, exemplify, derive, adapt

GCSE PE 2018

GCSE Geography 2018

Extended abstract Common verbs for extended abstract learning outcomes: Theorize, generalize, hypothesize, predict, judge, transfer theory (to new domain), assess, evaluate, interpret (some senses), critically reflect, predict, criticize, reason

SOLO in art questions Unistructural. Who painted Guernica? Multistructural. Outline at least two compositional principles that Picasso used in Guernica. Relational. Relate the theme of Guernica to a current event. Extended Abstract. What do you consider Picasso was saying via his painting of Guernica?

How is this useful? Use as a thinking tool Provides a quick assessment model for written and oral responses Students can peer assess with little preparation once they have the knowledge Can be adapted to nearly every subject Students can become aware of the transfer of their skills

Amie Reading’s Writing

Amie Reading’s Writing These doodles are Amie working out the quality of her response

Using SOLO in discussion – to assess students’ levels of understanding Ice-cubes are added to a glass of water. What happens to the level of the water as the ice-cubes melt? The level of the water drops The level of the water stays the same The level of the water increases You need more information to be sure

Caveats You need to do some ground work explaining what makes a good response Take time to talk through and model a good response or discussion, applying the taxonomy It doesn’t replace Bloom’s taxonomy It’s built on knowledge – a good answer may obscure lack of knowledge in other places Need to focus on ways to explain the relatedness of things Some would argue that subjects do better with subject specific terminology

Verbs for each level of SOLO originally from ‘A Primer on Learning Outcomes and the SOLO Taxonomy’ Michael K. Potter and Erika Kustra Centre for Teaching and Learning, University of Windsor Science discussion question taken from Dylan Wiliam presentation to SSAT Art Questions from From http://pamhook.com/wiki/SOLO_Taxonomy_versus_Bloom%27s_Taxonomy