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SOLO Framework

The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy. It describes the five hierarchical levels of the SOLO taxonomy: pre-structural, unistructural, multistructural, relational, and extended abstract. Each level represents increasing complexity in a learner's understanding and ability to connect and apply concepts. Examples are provided to illustrate skills and knowledge associated with each taxonomy level, such as listing for unistructural and explaining relationships for relational. The document aims to help teachers understand student learning progressions based on structural complexity.

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KARIZZA ABOLENCIA
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925 views52 pages

SOLO Framework

The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy. It describes the five hierarchical levels of the SOLO taxonomy: pre-structural, unistructural, multistructural, relational, and extended abstract. Each level represents increasing complexity in a learner's understanding and ability to connect and apply concepts. Examples are provided to illustrate skills and knowledge associated with each taxonomy level, such as listing for unistructural and explaining relationships for relational. The document aims to help teachers understand student learning progressions based on structural complexity.

Uploaded by

KARIZZA ABOLENCIA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SOLO Framework

Re-inventing Assessments:
Streamlining International
Trends To New Normal
Classroom Context
Understanding the MELCs

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Paksa: Krusada

Factual- Ano ang krusada?

Conceptual- Ipaliwanag ang krusada sa base sa motibo ng


Simbahang Katoliko?

Procedural: Paano isinagawa ang krusada upang mabawi


ang Palestina sa mga Muslim?

Metacognitive: Ano ang naging kahinaan at kalakasan ng


krusada ayon sa ipinakita nilang lakas-militar sa
pakikidigma.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
WHAT IS SOLO TAXONOMY?
(Kevin Collis and John Biggs1982)
• provides measure of cognitive learning outcomes or understanding
of thinking
• can be used across different subjects and types of assignments
• represent student learning in stages of ascending structural
complexity
• SOLO (Structure of Observed Learning Outcomes) offers a
structured outline for the learners to use to build their learning and
thinking. It motivates students to ponder where they are presently in
terms of their level of understanding, and what they must do to
progress.
Five Hierarchical
Levels Of SOLO
Taxonomy
DEPARTMENT OF EDUCATION
Pre Structural Level
• This is the initial stage, also known as the incompetent
stage, where the learner does not know about the task
or subject. At this particular stage, the student gets
unconnected information, which makes no sense or
organization. Therefore, the student is unable to
understand the information and does not
demonstrate any understanding either.
Unistructural Level
• At this stage, the learner gets to know just a single
relevant aspect of a task or subject; the student gets
a basic understanding of a concept or task.
Therefore, a student is able to make easy and
apparent connections, but he or she does not have any
idea how significant that information be or not. In
addition, the students’ response indicates a concrete
understanding of the task, but it focuses on only one
relevant aspect.
Multistructural Level
• At this stage, students gain an understanding of
numerous relevant independent aspects. Despite
understanding the relationship between different aspects,
its relationship to the whole remains unclear. Suppose
the teacher is teaching about several topics and ideas, the
students can make varied connections, but they fail to
understand the significance of the whole. The students’
responses are based on relevant aspects, but their
responses are handled independently.
Relational Level
• This stage relates to aspects of knowledge combining to
form a structure. By this stage, the student is able to
understand the importance of different parts in relation
to the whole. They are able to connect concepts and
ideas, so it provides a coherent knowledge of the whole
thing. Moreover, the students' response indicates an
understanding of the task by combining all the parts,
and they can demonstrate how each part contributes to
the whole.
Extended Abstract Level
• By this level, students are able to make connections
within the provided task, and they also create
connections beyond that. They develop the ability to
transfer and generalise the concepts and principles from
one subject area into a particular domain. Therefore, the
students’ response indicates that they can conceptualise
beyond the level of what has been taught. They are able
to propose new concepts and ideas depending on their
understanding of the task or subject taught.
SOLO Taxonomy Examples
1. Pre structural Level
• Failed, flunked, learner missed the point, failed to
comprehend.

• The students fail to execute the task due to a lack of


understanding.
SOLO Taxonomy Examples
Unistructural Level
Name, list, memorize, define, identify.
Example- What is the weather today?
SOLO Taxonomy Examples
Multistructural Level
Define, describe, classify, combine, do algorithms.
Example- List some of the clothes that we might need
to wear today?
SOLO Taxonomy Examples
Relational
Explain, analyze, integrate, sequence, relate, apply,
compare, contrast.
Example- Which type of weather do you prefer?
Explain your reasons. How does today’s weather
compare with the weather at other times of the year?
SOLO Taxonomy Examples
Extended Abstract
Evaluate, reflect, theorize, hypothesize, generalize,
create and imagine.
Example - what happens to the weather throughout
the year? Describe the connection between the
weather, the seasons, and where we are in the world?
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Activity

1. Magsama-sama ang guro sa bawat


baitang.
2. Balikan ang mga MELC sa Unang
Markahan.
3. Tukuyin ang klasipikasyon ng bawat
MELC ayon sa RBT at Knowledge
Dimension.
4. Ilahad ito at ipaliwanag ang
basehan sa klasipikasyon.
DEPARTMENT OF EDUCATION
Credits to

Slide deck presentation of the


following:
• Dr. Marilyn U. Balagtas,
Philippine Normal University,
• Dr. Emily R. Quintos,EPS- Deped
Cavite
• Wilbert A. Soriano, MTI- Deped
Cavite
DEPARTMENT OF EDUCATION

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