From: Subject: RMIT - SOLO Taxonomy Date: Tue, 15 Nov 2005 16:46:11 +0800 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_001B_01C5EA04.15AA0580" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.2180 This is a multi-part message in MIME format. ------=_NextPart_000_001B_01C5EA04.15AA0580 Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.rmit.edu.au/browse/Our%20Organisation/Teaching%20and%20Learning/Supporting%20Learning/Course%20Design/Learning%20objectives/SOLO%20Taxonomy/ =EF=BB=BF RMIT - SOLO Taxonomy
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SOLO Taxonomy

The Table below is based on the = Structure of the=20 Observed Learning Outcomes (SOLO) Taxonomy. Biggs = (1999b) page=20 37. Compare with the Table based on Bloom=E2=80=99s = Taxonomy, Appendix=20 Five.

Can be used to set learning objectives = for where=20 students =E2=80=9C should=E2=80=9D be at particular = stages of learning or,=20 probably more appropriately, to judge or report on the = learning outcomes or the levels attained.

Levels of understanding = displayed=20

as the student learns

(SOLO Taxonomy)

Phase of learning

Indicative Verbs

(Compare with the

Bloom=E2=80=99s Taxonomy) =

Extended Abstract

Student conceptualizes at a = level=20 extending beyond what has been dealt with in the = actual=20 teaching. Can generalize to a new area. =

Qualitative Phase

The detail in the responses = becomes=20 integrated into a structural pattern.

Theorise

Generalise

Hypothesise

Reflect

Generate

Relational

Indicate orchestration = between facts=20 and theory, action and purpose.

Understanding of several = components=20 which are integrated conceptually. Can apply the = concept=20 to familiar problems or work situations =

Compare/contrast

Explain causes

Integrate

Analyse

Relate

Apply

Multi-structural

Indicates understanding of = boundaries=20 but not of systems.

Understanding of several = components=20 but the understanding of each is discreet. = Disorganised=20 collection of ideas or concepts around an issue. = Has not=20 been able to relate the items in the list. =

Quantitative Phase

The amount of detail in the = students=20 response increases.

Enumerate

Classify

Describe

List

Combine

Do algorithms =

Uni-structural

Concrete, minimalistic = understanding=20 of an area. Focuses on one conceptual issue in a = complex=20 case.

Identify

Memorise

Do simple procedure =

Pre-structural

No understanding = demonstrated.=20

Misses the point=20

Adapted from Biggs (1999)

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Table of = Contents
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3D""=20  Our=20 Organisation
 
3D""=20  Teaching=20 and Learning
 
3D""=20  Supporting=20 Learning
 
3D""=20  Course=20 Design
 
3D""=20  L= earning=20 objectives
 
3D""=20  Blooms=20 Taxonomy
3D""=20  SOLO=20 Taxonomy
3D""=20  Verbs
 
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Uploaded 14/08/2002 by = John=20 Kenny
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4=20 References are made to this document.
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