Solo Model

Solo Model
By
Chris Drew (PhD)

/ July 6, 2022
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Drew, C. (December 5, 2019). SOLO Taxonomy – 5 Levels of Learning Complexity . Helpful Professor. https://helpfulprofessor.com/solo-taxonomy/
The SOLO taxonomy stands for ‘structure of observed learning outcome’. It provides a framework for analyzing a student’s depth of knowledge.
It was developed by John Biggs as an alternative to Bloom’s taxonomy of knowledge.
The SOLO taxonomy is considered a more practical framework than Bloom’s due to its focus on observable outcomes rather than internal cognitive processes .
The SOLO taxonomy contains 5 levels of knowledge , from simple to complex:
At the lower levels, students demonstrate lower-order cognitive skills , while at higher levels students demonstrate the ability to use complex inductive reasoning strategies.
The structure of observed learning outcomes taxonomy (SOLO taxonomy) is a tool for measuring how well a student understands a topic.
It describes 5 levels of understanding from simple to complex. It is widely used for designing curriculum outcomes and assessment tasks that get progressively more difficult as students move through their education.
The first 3 levels represent quantitative thinking, which Biggs argues tends to involve deductive reasoning and surface analysis. The final 2 levels move into a qualitative approach that focuses on depth of knowledge and understanding on a topic.
Here are explanations of each level of learning:
At the prestructural stage, students don’t have any understanding of the topic. This may be because they’ve never encountered it before!
Biggs argues that “prestructural responses simply miss the point” and “show little evidence of relevant learning” (Biggs & Tang, 2007, p. 87).
We can observe that a student is in the prestructural stage when they respond to questions with simple answers like:
When I grade papers, I notice this all the time. A paragraph may be totally off topic, filled with factual inaccuracies, or totally copied from a source text. This shows me that the student completely misunderstands.
Biggs reminds us that sometimes a person will give a long and seemingly impressive response to a question, but it may still be at the prestructural stage.
He uses the example of a politician speaking a lot, but not actually answering the question they were asked.
A student with unistructural understanding tends to understand only one or two elements of the task, but not the whole.
At this level, a student may be able to identify and name a few things and follow simple procedures that they have been taught.
While some elements of a topic may be covered by the student, they will also miss many more important parts of the topic that are required to truly understand it.
A student who provides a unistructural response to a question would likely:
Biggs explains: “Unistructural responses deal with terminology, getting on track but little more” (Biggs & Tang, 2007, p. 87).
At the multistructural level, the student has begun to acquire a lot knowledge, but can’t put it together yet.
The student’s knowledge remains at the level of remembering, memorizing and parroting what they have learned. The student therefore has surface level understanding. They could not use a concept in new and innovative ways because they simply don’t understand it well enough.
The multistructural student is like the builder without his tools: all the pieces are there, but he doesn’t know how they connect. You may have felt this way when you unpacked some Ikea furniture and it’s been laid out upon your floor in bits!
The relational stage is the first that shows deep qualitative understanding of a topic and more complex thinking skills .
At the relational level, students start to see how the parts of a topic are put together. They can:
Central to relational knowledge is the ability to create structures and systems for sorting knowledge. Students begin to explain connections between things by using systemic and some theoretical modelling.
As Biggs argues: “a qualitative change in learning and understanding has occurred. It is no longer a matter of listing facts and details” (Biggs & Tang, 2007, p. 87).
At the extended abstract stage, students have a sophisticated understanding of the topic and can apply it in various contexts.
Biggs argues that the essence of the extended abstract response “is that it goes beyond what has been given” (Biggs & Tang, 2007, p. 87). In other words, students can create new knowledge and apply the knowledge they have in multiple contexts due to their deep understanding of the topic.
For example, a student may laern something in the classroom and be able to apply it in their lives outsive the classroom in an entirely different context.
Students may also be able to generate theoretical ideas and then use them to make assumptions about future events.
Biggs’s taxonomy is well respected as an alternative to Bloom’s taxonomy.
While Bloom’s taxonomy describes many unobservable cognitive skills, the SOLO approach focuses on observable evidence of a student’s understanding. This makes it very useful for the assessment of a student’s understanding of topics.
In Bloom’s taxonomy, you may come across many unobservable and unassessable verbs to describe knowledge and understanding. Some examples are below:
By contrast, the SOLO taxonomy focuses on outcomes of knowledge rather than descriptions of knowledge itself. The taxonomy provides vocabulary that clearly conveys what students should be able to demonstrate by the end of a course.
This means that Biggs’s approach is very useful for writing assessment learning outcomes. Below is a collection of observable verbs that the SOLO approach recommends.
Biggs designed the SOLO model for curriculum design in higher education. It is a part of his broader concept of constructive alignment .
Constructive alignment involves ensuring that the things we teach in our lessons:
The SOLO framework , as a practical component of constructive alignment, helps us:
As Biggs argues, this taxonomy “can be used to define course intended learning outcomes, which describe where students should be operating, and for evaluating learning outcomes so that we can know at what level individual students actually are operating.” (Biggs & Tang, 2007, p. 87)
To help guide you, you may like to use verbs that relate to each level of understanding. These verbs will guide you as you attempt to create learning outcomes that are at the appropriate difficulty level.
Advantages of the SOLO taxonomy include:
The structure of observed learning outcomes (SOLO) taxonomy is a very useful framework for thinking about how well a student should, or does, understand a topic. I find it very beneficial for both writing curricula and assessing students’ work.
I reflect on it regularly when considering what grade I should give a student as it gives me a framework for considering how deep their understanding truly is.
Biggs, J.B., and Collis, K.F. (1982). Evaluating the Quality of Learning . New York: Academic Press.
Biggs, J. (1999). Teaching for Quality Learning at University . SHRE and Open University Press.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. What the student does (3rd Ed.). Berkshire: Society for Research into Higher Education & Open University Press.
Brabrand, C., & Dahl, B. (2009). Using the SOLO model to analyze competence progression of university science curricula. Higher Education, 58 (4), 531-549.
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education.
Cite this Article in your Essay (APA Style)
Chris Drew (aka the Helpful Professor) is a university educator and former school teacher. Twitter: @helpfulprof

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What exactly is the SOLO Taxonomy and how is it different to the Universal Thinking Framework?
Solo Taxonomy is a systematic way that describes how learners' understanding build from easy to difficult while learning different tasks or subjects. The Solo Taxonomy can be used to enhance the quality of learning within the classroom teaching and provide a systematic way of developing deep understanding (Damopolii, 2020). Student learning can be guided in ways that promote deep learning.
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 .
Biggs and Collis defined the Structure of the Observed Learning Outcomes produced by learners on basis of complexity. Their proposed model explained levels of growing complexity in a learner’s understanding of performance tasks or subjects. There are five stages of understanding of SOLO Taxonomy. It's levels are hierarchal and each level is affected by the previous level and contributes something to it. As well as providing classrooms with a language of learning, the learning verbs can also be used to create assessment tasks. The complexity of student response can be increased as their depth of understanding grows. The student response can be used to develop a coherent understanding of subjects.
In 1982, Biggs and Collis devised The SOLO Taxonomy (Structure of Observed Learning Outcomes) as an alternative of Bloom’s Taxonomy (Cognitive Domain). From several decades, Bloom’s Taxonomy has been used to build learning and teaching strategies. Bloom’s classifies learning from simply memorizing to more complex cognitive process such as evaluating and analyzing.
The Solo Taxonomy offers a measure of understanding of thinking or cognitive learning outcomes that most of the teachers feel comfortable adopting. The hierarchical model of Solo Taxonomy is comprehensive , provided with objective criteria , and used for a variety of subjects and for a variety of assignments . Teachers like how SOLO indicates student learning using diverse material in levels of increasing structural complexity , and that these levels show a similar pattern across tasks.
The SOLO Taxonomy has five hierarchical levels of understanding and all the stages include the previous stage and adds something to it.
This is an incompetent stage, where learner does not know anything about the task or the subject. At this stage, the student simply gets unconnected information, which has n
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