2.  PRESENTED BY  Muhammad Asif Nadeem  Department of Education  I.U.B

4. SOLO Taxonomy Structure of Observed Learning Outcomes

5. There are a number of ‘levels’ at which we can classify a student response to an examination question Pre-structual Uni-structural. Multi structural Relational. Extended abstract.

6.  here students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

7.  This set of responses uses only one relevant element of data from the stimulus item.  A feature of responses at this level is the desire to close quickly and to ignore inconsistencies that may result from the response

8.  The learner at this level can use multiple data elements, but the elements are not integrated.  Hence the response can consist of a number of discrete closures.  Typical of these responses would be the following of strict algorithmic procedures that involve a number of steps. However, if a single step was forgotten, or an error made, the respondent would be unable to reconstruct the algorithm.  This lack of an overview of the data elements and their relationships makes the response patterns inherently unstable and thus considerable variability may be expected from children responding at this level.

9.  A relational response reflects the ability to integrate the elements and operations of the question in a way that enables an overview of the stimulus item  Children using an algorithm at this level would be able to check for errors and inconsistencies, and would be able to reconstruct missing elements of the algorithm.  Features of responses at this level include the ability to reverse operations and the set of elements used are internal to the system

10.  The use of data elements external to the system is a feature of an extended abstract response.  The generalisation of the elements takes account of new and more abstract features.

11. SOLO is used to:  Plan for differentiation;  Give and receive feedback;  Develop self-assessment resources;  Design innovative curriculum;  Reflect on learning processes and products;  Undertake research and student led inquiry;  Integrate e-learning and thinking strategies;  Establish a school wide common language for learning.

13. Level of Outcome Indicators 1 PrestructuralUse of irrelevant information, or no meaningful response 2 UnistructuralFocuses on one relevant aspect only. 3 MultistructuralFocuses on several relevant aspects, but they are not co-ordinated together. 4 RelationalThe several parts are integrated into a coherent whole: details are linked to conclusion; meaning understood 5 Extended Abstract Answer generalises the structure beyond the information given: Higher order principles are used to bring in a new and broader set of issues

14.  Rote learned responses have no level  For every new task you will need to progress through each level.  You may use experiences from one task to assist in moving through levels in another related task.  You cannot respond at level N unless you have moved through level N-1  Teachers sometimes use strategies that lead to ‘level reduction’. That is assist students to ‘get the answer right’ but do not improve understanding.

15. We can use SOLO to develop a marking scale for open ended responses Imagine the essay topic: What I did on the weekend

16. Uni-structural On the weekend I went to grandma’s house

17. Multi-structural I went to grandma’s house and I watched football and I played with my friends and I had ice- cream on Sunday and I helped with the harvest.

18. Relational We were going to the beach but it started to rain so we decided to go to grandma’s house. It was lucky we decided not to go to the beach because the road flooded during the storm and we would not have been able to get home until the next day.

19.  Add 5+6  Make a fraction Using 2 and 3  Which is solved first a) [ ] b) { } c) ( ) d) ______

20.  Solve 2+3 x 5  Write fraction for shaded portion  In which order brackets should be solved a) [ ], ( ), { } b) { }, ( ), [ ] c) [ ], { }, ( ) d) ( ), { }, [ ]

21.  A person went to market he purchased 3 apples at the rate of 5 rupees per apple. After purchase he has 2 rupees in his pocket. Find the amount with which he went to market?  Solution for the expression 10 + [{ ( 5 + 7) x 2 } + 3 ] is a) 32 b) 47 c) 37 d) 67

22. Prestructural:  Misses the point  Completely incorrect solution  Inappropriate or few issues identified. No framework for discussion and little relevant material selected. Poor structure to the essay. Irrelevant detail and some misinterpretation of the question. Little logical relationship to the topic and poor use of examples.

23.  Uni structural :  State, Recognise, Recall, Quote, Note, Name  Correct answer to simple algorithmic problem requiring substitution of data into formula.  Correct solution of one part of more complex problem.  Poor essay structure. One issue identified and this becomes the sole focus; no framework for organizing discussion. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.

24.  Multi structural:  Explain, Define, List, Solve, Describe, Interpret  Correct solution to multiple part problem requiring substitution of data from one part to the next.  Poorly structured project report or practical report on open task.  Essay poorly structured. A range of material has been selected and most of the material selected is appropriate. Weak introduction and conclusion. Little attempt to provide a clear logical structure. Focus on a large number of facts with little attempt at conceptual explanations. Very little linking of material between sections in the essay or report.

25.  Between Multi structural & Relational  Solution to multiple part problem with most parts correctly solved but some errors.  Reasonably well structured project or practical report on open task.  Essay fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate. Introduction and conclusion exists. Logical presentation attempted and successful in a limited way. Some structure to the argument but only limited number of differing views and no new ideas.

26.  Relational:  Apply, Outline, Distinguish, Analyse, Classify, Contrast, Summarise, Categorise  Elegant solution to complex problem requiring identification of variables to be evaluated or hypotheses to be tested.Well structured project or practical report on open task.  Essay well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material. Content has logical flow, with ideas clearly expressed. Clearly identifiable structure to the argument with discussion of differing views.

27.  Extended Abstract:  Create, Synthesise, Hypothesise, Validate, Predict, Debate, Theorise  Solution to problem which goes beyond anticipated answer.  Project or practical report dealing with real world ill-defined topic.  Well structured essay with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion; appropriate material selected. Evidence of wide reading from many sources. Clear evidence of sophisticated analysis or innovative thinking.

28. Level of ResponseStructure Marks Extended Abstract 10 Relational 8 6-7 Multi structural 5 2-4 Uni structural I 1 Pre structural 0

29. 28 A way of thinking about these issues. Implications for test design Students Questions WorseBetter EasyHard X X XXX X Q QQ Q Q Situation 2 Students Questions WorseBetter EasyHard x QQQ Situation 1

30. 29 Situation 3 X X X X X X XX X X X Q Q Q Q Q Q Q Q Q Q Q Worse Easy Better Hard Students Questions Situation 4 X X X X XXX X X Q Q Q Q Q Q Q Worse Easy Better Hard Questions Students