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The SOLO Taxonomy (Structure of Observed Learning Outcomes) was devised by Biggs and Collis in 1982 as an alternative to Bloom’s (Cognitive Domain) Taxonomy. Bloom’s Taxonomy has been used for several decades to develop learning and teaching strategies. SOLO TAXONOMY What is the SOLO Taxonomy? SOLO Taxonomy (Structure of Observed Learning Outcomes) provides a model for different levels of understanding, including surface, deep and conceptual (Biggs and Collis 1982). SOLO Taxonomy supports teachers to classify learning outcomes in terms of their complexity, enabling The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions.
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Article. Reevaluating Bloom's Taxonomy: What Measurable. Verbs Can and Cannot Say about Student Learning. Claudia J. Stanny.
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Advantages of the SOLO taxonomy include: Educators can use the verbs from the taxonomy to create learning outcomes. Unlike Bloom’s taxonomy, the verbs in the SOLO taxonomy are all observable, making them ideal for assessments. It provides a framework for creating progressive curricula that gradually increase in difficulty level. SOLO Taxonomy. As learning progresses it becomes more complex.
SOLO Taxonomy (Structure of Observed Learning Outcomes) provides a model for different levels of understanding, including surface, deep and conceptual (Biggs and Collis 1982). SOLO Taxonomy supports teachers to classify learning outcomes in terms of their complexity, enabling
The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions.
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John Hattie on Visible Learning and Feedback – Vrain Waves
Verbs usually associated with the analysis level are: analyze why, support, categorize, classify and Evaluating the Quality of Learning: The SOLO Taxonomy.