Structure of observed learning outcome

The structure of observed learning outcomes (SOLO) <a href="/facts/Taxonomy_(general)/QRvFI267">taxonomy</a> is a model that describes levels of increasing complexity in students' understanding of subjects. It was proposed by <a href="/facts/John_B._Biggs/As4R1P03">John B. Biggs</a> and Kevin F. Collis.
The model consists of five levels of understanding:

<ul><li>Pre-structural – The task is not attacked appropriately; the student hasn't really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.</li>
<li>Uni-structural – The student's response only focuses on one relevant aspect. Students in the uni-structural stage of understanding usually give slightly relevant but vague answers that lack depth.</li>
<li>Multi-structural – The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Students in the multi-structural stage may know the concept in tidbits but don't know how to present or explain it.</li>
<li>Relational – The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. At the relational stage, students can identify various patterns & view a topic from distinct perspectives.</li>
<li>Extended abstract – The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area. At this stage, students may apply the classroom concepts in real life.</li></ul>

Structure of observed learning outcome open-in-new

Structure of observed learning outcome