1. Biggs & Collis (1982) SOLO Taxonomy Overview and ideas for use Robin Trangmar Coleg Llandrillo

2. What is it? SOLO Structure of the Observed Learning Outcome A means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they got right (Biggs, 2011)

3. SOLO TAXONOMY (after Biggs and Collis 1982)

4. UnistructuralMultistructuralRelationalExtended abstract Define Identify Do simple procedure Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural

5. UnistructuralMultistructuralRelationalExtended abstract Define Identify Do simple procedure Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Surface Learning Deep Learning

6. SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Misses the point!

7. Unistructural SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Who painted Guernica?

8. UnistructuralMultistructural SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Outline at least two compositional principles that Picasso used in Guernica.

9. Unistructural MultistructuralRelational SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Relate the theme of Guernica to a current event.

10. UnistructuralMultistructuralRelationalExtended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural What do you consider Picasso was saying via his painting of Guernica?

11. UnistructuralMultistructuralRelationalExtended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Misses the point! Who painted Guernica ? Outline at least two compositional principles that Picasso used in Guernica. Relate the theme of Guernica to a current event. What do you consider Picasso was saying via his painting of Guernica?

12. Application Curriculum design Designing effective learning outcomes Formative Structuring questions to encourage deeper learning Differentiating learning tasks Summative Assessing the level of understanding more effectively Reflective Journals Dissertations Presentations

13. More information Tait Coles @Totallywired77@Totallywired77 http://taitcoles.wordpress.com/

14. References Biggs, J., (1999). Teaching for Quality Learning at University. Buckingham: SRHE/Open University Press. Biggs, J., & Collis, K., (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press. Biggs, J., (2011) Solo Taxonomy. Available at http://www.johnbiggs.com.au/solo_taxonomy.html downloaded 7 February 2012 http://www.johnbiggs.com.au/solo_taxonomy.html

15. References Biggs, J., (2011) Solo Taxonomy. Available at http://www.johnbiggs.com.au/solo_taxonomy.html downloaded 7 February 2012 http://www.johnbiggs.com.au/solo_taxonomy.html Hattie, J., & Brown, G., (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report 43, University of Auckland/Ministry of Education. Available at http://www.tki.org.nz/r/asttle/pdf/technical- reports/techreport43.pdf http://www.tki.org.nz/r/asttle/pdf/technical- reports/techreport43.pdf

16. Acknowledgements Graphics (Slide 4-11) developed from a PowerPoint set originally by the Ministry of Education, New Zealand http://keycompetencies.tki.org.nz/content/downloa d/675/4839/file/SOLO%20explained%20ppt.ppt http://keycompetencies.tki.org.nz/content/downloa d/675/4839/file/SOLO%20explained%20ppt.ppt