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

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

3. What you know stays the same the higher you go

4. Pre-structural
Ug.

5. 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

6. GCSE PE 2018

7. 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

8. GCSE PE 2018

9. 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

10. GCSE PE 2018

11. GCSE Geography 2018

12. 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

16. 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?

17. 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

22. Amie Reading’s Writing

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

24. 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

25. 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

26. 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