BASIC SOLO

MA Division Initiative
3.Revitalize our Reading, Science and
MAke every curriculum Technology, and Math programs
1. Train teachers in the preparation of
relevant to produce assessments aligned with the SOLO
Taxonomy and anchored on real-life situations
competent and job-ready, - Year 3.

active, and responsive

citizens
https://tinyurl.com/sdoTAPATsolo

What significance does this

brand have? (2mins)
 OBTL/Pages/ConstructiveAlignment.aspx
https://www.ntu.edu.sg/tlpd/tlr/DesigningYourCourse/
Constructive
alignment

Biggs, J.B. (1996) Enhancing Teaching through

Constructive Alignment, Higher Education, 32, 1–
18.
Biggs, J.B. (1999, 2011). Teaching for Quality
Learning at University. Buckingham: Open
The constructive alignment approach recognizes
"knowledge is constructed by the activities of the
learner" (Biggs, 2014) rather than being directly
transferable from teacher to student.
OBJECTIVES
1.Define SOLO Taxonomy.
2.Discuss the SOLO Taxonomy.
3.Enumerate and explain the different SOLO
levels.
4.Identify questions according to the SOLO level.
 S O L O Taxonomy
or Model
Structure

Observed A system to classify the

QUALITY of a response
based on structural
Learning complexity
Outcome
 The SOLO Taxonomy/ Model
SOLO has three main phases of development and research continues:
I. From 1979 and the 1982 book, Basic SOLO focus on five SOLO levels;
Understanding
 predict the explain the relate species explain how
effect of concept of a extinction to the protein is made
changes in species; failure of using
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ecosystem adapt to abrupt
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 predict the explain the relate species explain how
effect of concept of a extinction to the protein is made
changes in species; failure of using
abiotic factors S8LT-IVg-19 populations of information
on the organisms to from DNA;
ecosystem adapt to abrupt S10LT-IIId-37
S7LT-IIj-12 changes in the
environment
S9LT-Ie-f-30
 Identifies representative artists Naibibigay ang kahulugan at mga
from the Neoclassic and Romantic katangian ng “korido” F7PT-IVa-b-18
periods A9EL-IIIa-3

Napangangatwiranan na: a. Ang

Compare and contrast the contents of
pamamahala ng emosyon sa
the materials viewed with outside
pamamagitan ng pagtataglay ng
sources of information in terms of
mga birtud ay nakatutulong sa
accessibility and effectiveness
EN10VC-IVa-15 pagpapaunlad ng sarili at
pakikipagkapwa. EsP8PIIf- 7.3
 SOLO Trainings Help
Applying the basic SOLO Model will give you increased awareness of
how:
▪ a learner understands material taught and improves
▪ a teacher can decide what to do next in teaching
▪ brain development can be associated with ‘quality’ in learning
▪ to use/share a common language when looking at: life learning
experiences, learner understandings, curriculum planning, pedagogy,
assessment and teaching.
The SOLO Taxonomy:
Using Outcomes to Scaffold Learning
The Structure of Observed Learning Outcomes
(SOLO) describes levels of progressively complex
understanding, through five general stages that are
intended to be relevant to all subjects in all disciplines.
https://www.johnbiggs.com.au/wp-content/uploads/2013/
solo_taxonomy.jpg
https://uploads-ssl.webflow.com/
5b69a01ba2e409501de055d1/60ab968f638bcb82d6dd82d3_SOLO
Acquired from Biggs, 2011

%20taxonomy%20hand%20signals.png
The SOLO Taxonomy
The SOLO Taxonomy
How is it used?
• SOLO is being used to increase
quality and quantity of thought.
• SOLO is being used as a tool in
differentiating curriculum.
• SOLO is being used for assessment
and evaluation.
The SOLO Taxonomy
How is it used?
• SOLO is being used by
teachers allowing them and
the learners to formulate
deeper questions.
• SOLO is being used as a
metacognitive tool.
 Teacher’s Questions

https://uploads-ssl.webflow.com/5b69a01ba2e409501de055d1/60ab958fc8ef1f485d27f214_Impact-Effort-SOLO-Taxonomy-
Question-Chains-1-1.jpg
 Tell me one of the seasons we
experience during the year.

https://uploads-ssl.webflow.com/5b69a01ba2e409501de055d1/60ab958fc8ef1f485d27f214_Impact-Effort-SOLO-Taxonomy-
Question-Chains-1-1.jpg
 Tell me one of the seasons we Describe the different seasons and the
experience during the year. weather we have during the year.

https://uploads-ssl.webflow.com/5b69a01ba2e409501de055d1/60ab958fc8ef1f485d27f214_Impact-Effort-SOLO-Taxonomy-
Question-Chains-1-1.jpg
 Describe the different seasons and the
weather we have during the year.

https://uploads-ssl.webflow.com/5b69a01ba2e409501de055d1/60ab958fc8ef1f485d27f214_Impact-Effort-SOLO-Taxonomy-
Question-Chains-1-1.jpg
https://uploads-ssl.webflow.com/5b69a01ba2e409501de055d1/60ab958fc8ef1f485d27f214_Impact-Effort-SOLO-Taxonomy-
Question-Chains-1-1.jpg
Let’s try it out
Think of a LC/topic
Develop questions about the topic/LC
Questions that are…
Vaccination
I can recall the term ’immune’
I can recall the term ’immune’
I can recall the term ’immune’ and
‘COVID’
I can recall the term ’immune’
I can recall the term ’immune’ and
‘COVID’
I can explain how we become immune
from ‘COVID’
I can recall the term ’immune’
I can recall the term ’immune’ and
‘COVID’
I can explain how we become immune
from ‘COVID’
I can compare the advantages and
disadvantages of being immunized against
’COVID’
Description of Levels in Original SOLO Taxonomy/
Model
 Prestructural
• The data or cue given is incorrect

The learner does not focus on the relevant area/problem.

There is no consistency. Closure (giving an answer) is

quick.
 SURFACE THINKING
LOTS
Unistructural
• I can define the key words.
• I can describe my idea.
• I’ve got one idea about this.
• I can follow a one step procedure.

The learner focuses on the relevant

area/problem but uses only one piece of
relevant data. Response may be
inconsistent.
 SURFACE THINKING
LOTS
Multistructural
• Look at me I’ve got lots of ideas.
• I can list and describe my ideas.
But I don’t know how to link
them together.

Two or more pieces of data are used without

any relationships perceived between them.
No integration occurs.
Some inconsistency may be
apparent.
 DEEP THINKING
HOTS
Relational
• I can explain why things happen
and apply my ideas.
• I can classify sequence.
• I can link my ideas together.
• I can compare and contrast
different things

All data are now available, with each piece

woven into an overall system of relationships.
The whole has become a coherent linked
structure. No inconsistency within the known
system.
 DEEP THINKING Extended Abstract
• I can make predictions & write
HOTS hypothesis.
• I can evaluate and generalize using my
ideas.
• I can apply my ideas to new content &
subjects.
• I can imagine and create new things
using my ideas.

The response goes beyond what was expected

at the relational level. The degree of abstraction
increases. Conclusions can be held open or
qualified to allow for logical alternatives.
Original SOLO Taxonomy (Biggs and Collis, 1982)

Unistructural Multistructural Relational Extended

•A Abstract
•A
or •A
Body of •B •B
•B •think
knowledge or
•C •C beyond
to be •C
‘ ’ •D •D
taught or

•D
 SOLO Model in the early 1990s:

The focus was on Modes and a learning

cycle of SOLO levels
 SOLO Levels

Extended Abstract

Relational

Multistructural

Unistructural

Prestructural
 SOLO Levels Mode of Thinking
Beyond the
Extended Abstract Concrete Symbolic
Mode

Relational

Concrete Symbolic
Multistructural
Mode

Unistructural

Prior to Concrete
Prestructural Symbolic Mode
 Mode Forms of Knowledge

n t Theoretical
Post Formal e
p m
elo
ev R
D
Formal al Theoretical

t im U

Op R
Concrete of M Declarative
Symbolic rse U
M
u

Lower Order Learning

Co
R

Higher Order Learning

Ikonic Intuitive
M
U

R
Sensori-Motor – Uni-modal development Tacit
M
U

0 1 16 21
6
Age (years not to scale)
 Forms of
SOLO Levels Mode of Thinking Mode Knowledge

Beyond the Post Formal Theoretical

Extended Abstract Concrete Symbolic
Mode Formal Theoretical

al Development
Relational
Concrete
Declarative
Symbolic

Optim
Concrete Symbolic
Multistructural
Mode

Course of
Unistructural Ikonic Intuitive

Prior to Concrete
Prestructural Symbolic Mode
Sensori- Tacit
Motor
 SOLO Model with Modes

SOLO also adopted this idea of ways of thinking but did not use the word
Stage but Mode of Thinking.

This helped separate out important differences between Piaget’s ideas

and those of Biggs & Collis.
The use of Modes has not made specific in many of the writings on the
Web (or articles) but it is mentioned in the 1982 book, and has become a
powerful idea during the 1990s. It helps us understand and use SOLO in
more detail.
 In the original SOLO Taxonomy/Model
SOLO modes of Biggs & Collis and Piaget stages are based on similar
ideas but there are differences. Importantly:
⮚ SOLO focuses on the categorizing the response not the learner.
⮚ SOLO does not link Modes to specific ages in the way of Piaget. As
the age at which the stages are reached varies between cultures and
individuals which suggests that social and cultural factors and
individual differences influence cognitive development.
The Theory of Cognitive Development by Jean
Piaget
Descriptions of Modes in the SOLO
Model
Sensorimotor: A person reacts to the physical environment.
(soon after birth) For the very young child it is the mode in which motor skill
are acquired. These play an important part in later life as
skills associated with various sports evolve.

Ikonic: A person internalises actions in the form of images.

(from 2 years) It is in this mode that the young child develops words
and images which can stand for objects and events.
For the adult this mode of functioning assists in the
appreciation of art and music and leads to a form of
knowledge referred to as intuitive.
Descriptions of Modes in the SOLO
Model
Concrete A person thinks through use of a symbol system such as
written language and number systems. This is the
Symbolic: most common mode addressed in learning in the upper
(from 6 or 7 years) primary and secondary school.

Formal:
(from 15 or 16 A person considers more abstract concepts. This can be
years) described as working in terms of ‘principles’ and
‘theories’. Students are no longer restricted to a
concrete referent. In its more advanced form it
involves the development of disciplines.
Descriptions of Modes in the SOLO Model
Post Formal: A person is able to question or challenge the
(possibly at around 22 years) fundamental structure of theories or disciplines.

Overall, there are five

modes
 Mode Forms of Knowledge

Theoretical
Post Formal
t
en
p m
elo R
Formal ev Theoretical
D
al U

t im R
p M Declarative
Concrete O M
Symbolic of U

Lower Order Learning

e
u rs R
C o

Higher Order Learning

Ikonic Intuitive
M
U

R
– Uni-modal development Tacit
Sensori- M
Motor U

0 16 21
112 6
Age (years not to scale)
SOLO in Assessments

Construction of the Table of Specifications for the PNU Institutional Exit Assessment. Philippine Normal University
MCQs: Features of Effective choices, options or
alternatives
There must only be ONE correct answer.
Responses should be arranged in logical order
(e.g. alphabetical or numerical) if this exists, to
avoid a bias toward certain positions.
MCQs: Features of Effective choices, options or
alternatives
Best to avoid “all of the above” or “none of the above” as
this can test grammar rather than the idea.
These measure the ability to detect wrong answer
(not clear that a student knows a correct response).
In either case, students can use partial knowledge to
arrive at a correct answer.
MCQs: Features of Effective choices,
options or alternatives
Avoid giving a clue of having the correct response. Some test-
takers are alert to clues to get the correct answer. Clues include
differences in terms of the correct answer’s:
• Length
• Grammar being more highly qualified than the distractors; or
• Being the only one to match the stem in the factor required
MCQs: Features of Effective choices, options or
alternatives
That alternative
• Grammar consistent with the stem
• Are parallel in length and form style
• Use similar language (e.g. all unlike text books language or
all like textbook language)
MCQs
A multiple-choice item asks a question or
establishes the situation for a response.

Taken from TIMSS

framework
MCQs
A multiple-choice item is characterized by the following
components:
• The stimulus presents the contextual information relevant
to the item
• The stem is the initial part of the item in which the task is
defined

Taken from TIMSS

framework
MCQs
A multiple-choice item is characterized by the following
components:
• The response options refer to the entire set of labeled
response choices presented under the stem
• The key is the correct response option
• The distracters are the incorrect response options

Taken from TIMSS

framework
MCQ - Stem

Taken from TIMSS

framework
MCQ - Stem

Taken from TIMSS

framework
MCQ - Stem

Taken from TIMSS

framework
Response Options

Taken from TIMSS

framework
 Response Options

Taken from TIMSS

framework
 Response Options

Taken from TIMSS

framework
 Response Options

Taken from TIMSS

framework
 Response Options

Avoid writing items where students can

work backwards from the response
options to find the correct answer (e.g.,
solving for x in an equation).
Taken from TIMSS
framework
Multiple-
Choice
Item and
Respons
e
Rational
e Review
Checklist

Taken from TIMSS

framework
Test terms
Test terms
Ninety-one-year-old National Scientist Dolores
Ramirez began teaching at the University of the
Philippines in 1956. She explains her ethos as a
professor: “The genetic component in one’s
aptitude for mathematics is only 12 percent.
That means the gene contributes only 12
percent, and 88 percent comes from the
environment. You can’t blame your parents if
you’re not good at math. The biggest factor is
your math teacher. If you know this as a math
teacher, you should teach math in a way that
your students will learn. How do you do that?
You will probably make it simpler and be more