The SOLO taxonomy: a framework

that gives clues to student thinking

Liz Norman

Learning and Teaching Symposium 2017

Massey University

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

Quantitative change

Qualitative change

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

knowledge

understanding

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

surface

deep

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

recall

application

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

E grade

D grade

C grade

B grade

A grade

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

E grade

D grade

C grade

B grade

A grade

Lack of knowledge or common knowledge only.

Answer addresses a single aspect or a few aspects.

Oversimplified, reductionist.

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

Multi structural

Signs to look for in answers (not all need to be present)

• Multiple aspects considered and may be comprehensive

• No particular order to aspects presented, or serial structure “he said, she said”

• Inclusion of irrelevant/less important material

• Lacks integration such as causal explanation or compare and contrasting

• Replication of material from sources – rote learned or reproduced without significant transformation

Relational

Signs to look for in answers (not all need to be present)• Aspects explained relative to one another• Logically organised answer• Analysis and or synthesis• Compares similarities and differences• Integrates multiple levels (eg: molecular, biochemical, systemic)• Expresses reasons, explains implications, or reaches a conclusion• Expresses relative importance, value, significance of aspects. • Selective answer that addresses the point of the question and may

be shorter than a multistructural answer• Uses the language of the discipline - terminology and phrasing• Relates answer to examples or experience• Relates answer to organising principles of the discipline• Evaluates inconsistencies

Lack of knowledge or common knowledge only.

Answer addresses a single aspect or a few aspects.

Oversimplified, reductionist.

Answer addresses multiple aspects and may well be

comprehensive. Connections simple or lacking.

Answer addresses multiple aspects and also how they

integrate and inter-relate. Makes connections between

aspects. Knows their relative

importance/value/significance.

Goes beyond a relational answer within and beyond a

domain, including to areas not experienced or only

imagined. Has more originality, creativity, meta-

connections, and utilisation of overarching principles.

Pre-structural

Uni-structural

Multi-structural

Relational

Extended abstract

What you have to watch out for

• Design assessment tasks that request an integrated and coherently structured response. Not: “write short notes on”, “use a table to compare”

• Relational responses can be reproduced, so design tasks that require an original application of related knowledge.

• Decide on the nature of connections expected at the level of expertise being assessed. Knowledge connections can range from very basic to expert.

References and further reading

Biggs, J. B., & Tang, C. S.-K. (2011). Teaching for quality learning at university (4th ed.). Maidenhead UK: McGraw-Hill

Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press.

Biggs, J. (1992). A qualitative approach to grading students. HERDSA News, 14(3), 3-6.