1. SOLO vs Bloom
Benjamin Bloom
John Biggs
‘If you want to change student learning, change assessment.’

2. JPU/JSU Jadual Penentu Ujian/Jadual Spesifikasi Ujian Test Blueprint
Unit Assessment Plan

3. Jadual Spesifikasi Ujian
Konteks: kandungan mata pelajaran
Konstruk: tingkahlaku yang ingin diuji
- Kognitif/ pengetahuan
- Psikomotor/ kemahiran
- Afektif/ sikap
Taksonomi untuk menentukan aras tingkahlaku yang diuji/ konstruk

4. Bloom and Solo Taxonomy
Like most taxonomies, SOLO describes the processes involved in asking and answering a question on a scale of increasing difficulty or complexity.
Bloom’s taxonomy refers to the type of thinking or processing required in completing tasks or answering questions; i.e know, comprehend, apply, analyse, synthesise, and evaluate (Bloom, Engelhart, Furst, Hill & Krathwohl, 1956).

5. Bloom and SOLO Taxonomy 1/2
"Taxonomy” means “classification”.
the assumption is that each level embraces previous levels, but adds something more.
Benjamin Bloom (1956) - taxonomy of learning which includes three overlapping domains: the cognitive, psychomotor, and affective.
6 levels of Cognitive learning : knowledge, comprehension, application, analysis, synthesis, and evaluation.
For each level, specific learning behaviours were defined and sets of verbs given that could be used for writing instructional objectives.
John Biggs (Biggs & Collis 1982; Biggs, 1999) – SOLO taxonomy that shows the stages of growth of competence
expressed as curriculum objectives.
Provide a framework for systematically assessing quality

6. Bloom and SOLO Taxonomy 2/2
SOLO describes the processes involved in asking and answering a question on a scale of increasing difficulty or complexity.
a hierarchical model of increasing structural complexity:
Bloom’s taxonomy refers to the type of thinking or processing required in completing tasks or answering questions; that is, know, comprehend, apply, analyse, synthesise, and evaluate.

7. Deficiency of Bloom taxonomy
The major deficiencies in the simplistic and incorrect hierarchy of six steps;
The assumption of a correlation between item complexity and item difficulty is not without its flaws.
The categories Comprehension, Application and Analysis were consistently ordered, as predicted, but hard to confirm Knowledge as the first level in the hierarchy.

8. Masalah pengoperasian taksonomi?
Taksonomi Bloom:
Pengetahuan
Kefahaman
Aplikasi
Analisis
Sintesis
Penilaian

9. SOLO Taxonomy Structure of Observed Learning Outcomes
(Biggs and Collis, 1982)
A method of classifying learner responses according to the structure of the response elements

10. Dua aras Taksonomi SOLO
Terdapat dua kategori setiap aras.
Surface
Unistructural
Multistructural;
Deep
Relational
Extended Abstract

11. Taksonomi SOLO
Taksonomi SOLO merupakan hierarki yang sebenar; meningkat secara kuantiti dan kualiti
Taksonomi SOLO membimbing pembinaan soalan aras rendah (surface) dan aras tinggi (deep)

12. SOLO TAXONOMY (Five structural levels of learning (Biggs & Colllis, 1989) (“Structure of the Observed Learning Outcomes)
Prestructural
(i) The task is engaged, but the learner is distracted or misled by an irrelevant aspect belonging to a previous stage or mode
(ii) Students are simply acquiring bits of unconnected information, which have no organisation and make no sense
Unistructural
(i) The learner focuses on the relevant domain, and picks one aspect to work with
(ii) Simple and obvious connections are made, but their significance is not grasped
Multistructural
(i)The learner picks up more and more relavant or correct features, but does not integrate them.
(ii) A number of connections may be made, but the metaconnections between them are missed, as is their significance for the whole.
Relational
(i) The learner now integrates the parts with each other, so that the whole has a coherent structure and meaning.
(ii)The student is now able to appreciate the significance of the parts in relation to the whole.
Extended Abstract
(i) The learner now generalises the structure to take in new and more abstract features, representing a higher mode of operation
(ii) The student is making connections not only within the given subject area , but beyond it, able to generalise and transfer the principless and ideas underlying the spesific instances

13. SOLO Taxonomy Prestructural
Response consists only of irrelevant information
Unistructural
Response includes only 1 relevant piece of information from the stimulus
Multistructural
Response includes only several relevant pieces of information from the stimulus
Relational
Response integrates all relevant pieces of information from the stimulus
Extended Abstract
Response not only includes all relevant pieces of information but extends the response to integrate relevant pieces of information not in the stimulus

14. Contoh: Unistructural
Jawab dengan gunakan satu maklumat dalam item
Ahmad dan Basir mempunyai 10 dan 14 batang pensel masing-masing. Berapakah pensel yang ada pada mereka?

15. Contoh: Multistructural
Jawab dengan gunakan >1 maklumat dalam item
Ahmad mempunyai 10 batang pensel dan Basir mempunyai 4 batang pensel lebih daripada Ahmad. Berapakah pensel yang ada pada mereka?

16. Contoh: Relational
Jawab dengan gunakan >1 maklumat bersama dalam item
Ahmad lari 100m dalam masa 13 saat. Basir adalah 7/100 saat lebih cepat daripada Ahmad. Apakah masa larian Basir? Berikan jawapan dalam bentuk perpuluhan.

17. Contoh: Extended Abstract
Jawab dengan maklumat yang diberi dan maklumat tambahan untuk membuat kesimpulan
Ahmad lari 100m dalam masa 13 saat. Basir adalah 7/100 saat lebih cepat daripada Ahmad. Chandran menang larian ini. Apakah satu masa larian Chandran yang mungkin?
Berikan satu ungkapan untuk mewakili masa larian pemenang

18. Mesin nombor Hasil ialah nombor asal didarab 3 dan ditambah 2
Rujuk kepada rajah
(U) Cari nombor asal jika hasil ialah 14
(M) Cari hasil jika nombor asal ialah 5
(R) Cari nombor asal jika hasil ialah 41
(A) Nombor asal ialah y dan hasil ialah x. Nyatakan rumus bagi y = 4 14

19. ASSESSMENT TOOL Most desirable (extended abstract)
Students are able to evaluate their decisions and reflect on their results.
Very satisfactory (relational)
Student is able to apply, recognise and understand content.
Moderately satisfactory (multistructural)
Student understands, and discusses meaningfully
Barely satisfactory (unistructural)
Evidence of some effort but student misunderstood some of the instructions.
Unsatisfactory outcomes (prestructural)
Lack of effort and involvement.

20. Question - SOLO
SOLO Taxonomy Applied to Questions/Tasks about Picasso’s Guernica
Unistructural. Who painted Portrait of Mona Lisa ?
Multistructural. Outline at least two compositional principles that Leonardo da Vinci used in Mona Lisa.
Relational. Relate the theme of Mona Lisa to a current event.
Extended Abstract. What do you consider Leonardo da Vinci was saying via his painting of Mona Lisa ?
( )

21. Writing Questions - Unistructural
Children’s fairy tale of Goldilocks & the Three Bears
A simple unistructural question (one idea) that could be posed is
“Whose house did Goldilocks go into?”
Such a task clearly involves recall or knowledge, to use Bloom’s term, of the single fact, knowledge, or idea: Bears 􀃙 house.

22. Writing Questions- Multistructural
An example of multistructural (many ideas) is to ask
“What are three aspects about the way the bears live that tell us that the story is not a real life situation?”
The response requires simple listing of human traits that can be seen in the way the story portrays the life of bears.

23. Writing Questions- Relational
Relational questions:
“Goldilocks eats the baby bear’s food, breaks his chair, and sleeps in his bed.
What does this tell us about the kind of person she is”?
To tells about what kind of person the baby bear is would require relational thinking.

24. Writing Questions- Extended Abstract
The extended abstract approach is to seek a pattern across a wider range of cases including those not given specifically by the Goldilocks story itself.
Such a question is
“Why do nursery tales allow wild animals to act in human fashion?”

25. Writing Questions - Extended Abstract
a list of possible answers, such as:
to reveal negative things about human character in a safe way;
to show the oneness of nature and humanity;
to entertain children who easily believe that wild creatures can talk;
to give children courage to face dangers of adult life.
It is obvious that the extended abstract answer is richer and more well rounded showing evidence of thought well beyond the narrow confines of the question.

26. Solo Taxonomy
1. Which is the planet furthermost from the sun? (Unistructural)
2. Which two planets are closest to Earth? (Multistructural)
3. Explain how distance from the sun and temperature are related. (Relational)
4. Given the Earth’s position relative to the sun, in what ways does this affect the Earth’s climates and seasons? (Extended abstract)

27. SOLO Classification of Responses to Open-Ended Items
Question:
Why does it get dark at night?
Unistructural. Because the sun goes to the other side of the world.
Multistructural. Because the earth is spinning and the earth is going round the sun.

28. SOLO Classification of Responses to Open-Ended Items
Question:
Why does it get dark at night?
Relational. It gets dark at night because the sun goes around the earth once for 12 hours and for the other 12 hours it is day as the sun is around the opposite side of the earth.
Extended abstract. The earth is spherical in shape and rotates about its north-south axis.
As it rotates, at any one time the half of the Earth’s sphere facing the sun will be in light while the opposite half will be in shadow.
As the earth is rotating continuously, a point on the earth’s surface will pass alternately through the lighted half and the shaded half.

29. General principles for asking questions
First, decide on a learning intention related to the given material.
Second, find one element in the material,
related to the learning intention, that students can identify, locate, or complete using one process or one piece of knowledge or data.
Third, devise a question requesting a list of two or more things
that the student can locate from the learning material, related to the learning intention.
Fourth, provide a list of ideas and ask what they have in common
to generate a response that requires finding relations between the ideas.
Finally, decide on the general principle used in the relational question
i.e., what class of event, personality, situation, rule, etc does this relationship in the given context connect to? and devise a question,

30. Thank You