The SOLO (Structure of Observed Learning Outcomes) taxonomy is a framework

developed by educational researchers John Biggs and Kevin Collis. It is used to

assess the depth of a student’s understanding of a subject. The taxonomy
categorizes learning outcomes into five levels of increasing complexity:
1. Prestructural: At this level, the student has little to no understanding of the
topic. Responses are often irrelevant or show a lack of comprehension.
2. Unistructural: The student understands one or a few aspects of the topic
but lacks a broader understanding. They can identify and name simple
elements but miss the bigger picture.
3. Multistructural: The student understands several aspects of the topic but
treats them independently. They can list and describe multiple elements but
do not see how they interrelate.
4. Relational: The student can integrate multiple aspects of the topic into a
coherent whole. They understand the relationships between different
elements and can apply this understanding to solve problems.
5. Extended Abstract: The student can make connections beyond the
immediate topic, applying their understanding to new and broader
contexts. They can generalize and hypothesize, demonstrating higher-order
thinking skills12.
The SOLO taxonomy is widely used in education to design curriculum outcomes,
teaching activities, and assessment tasks that promote deeper learning and
understanding.

teaching style required for SOLO Taxonomy

To effectively use the SOLO (Structure of Observed Learning Outcomes) taxonomy in
teaching, educators should adopt a constructivist approach. This involves creating
learning experiences that help students progress through the different levels of
understanding, from basic to complex. Here are some key strategies:
1. Constructivist Teaching Strategies:
o Scaffolding: Provide support structures to help students build on their
existing knowledge. Gradually remove these supports as students
become more proficient1.
o Active Learning: Engage students in activities that require them to
apply concepts, analyze information, and solve problems. This can
include group work, discussions, and hands-on projects 1.
o Differentiation: Tailor instruction to meet the diverse needs of
students. This can involve varying the complexity of tasks and
providing different types of support based on individual student
needs2.
 2. Aligning Learning Outcomes, Teaching Activities, and Assessments:
o Clear Learning Outcomes: Define what students should know and be
able to do at each level of the SOLO taxonomy. This helps in designing
activities and assessments that are aligned with these outcomes 1.
o Progressive Complexity: Design tasks that increase in complexity as
students move through the levels of the taxonomy. Start with simple
tasks that require basic understanding and gradually introduce more
complex tasks that require higher-order thinking 1.
o Formative Assessment: Use ongoing assessments to gauge student
understanding and provide feedback. This helps in identifying areas
where students need more support and adjusting instruction
accordingly1.
3. Encouraging Deep Learning:
o Relational Understanding: Encourage students to make connections
between different concepts and see the bigger picture. This can be
achieved through activities that require synthesis and application of
knowledge1.
o Extended Abstract Thinking: Challenge students to apply their
understanding to new and broader contexts. This can involve projects,
research, and problem-solving tasks that require critical thinking and
creativity1.
By incorporating these strategies, teachers can create a learning environment that
supports students in developing a deeper and more comprehensive understanding
of the subject matter.
words used for lower level and higher order thinking skills in the SOLO Model
In the SOLO (Structure of Observed Learning Outcomes) taxonomy, different words
and phrases are used to describe lower-level and higher-order thinking skills. Here’s
a breakdown:
Lower-Level Thinking Skills
1. Prestructural:
o “I don’t know”

o “Irrelevant”

o “Misses the point”

2. Unistructural:
o “Identify”

o “Name”
 o “Follow simple procedures”

3. Multistructural:
o “List”

o “Describe”

o “Combine”

o “Enumerate”

Higher-Order Thinking Skills

4. Relational:
o “Analyze”

o “Compare”

o “Explain causes”

o “Integrate”

o “Relate”

o “Apply”

5. Extended Abstract:
o “Evaluate”

o “Theorize”

o “Generalize”

o “Hypothesize”

o “Reflect”

o “Create”

Here are sample questions for each level of the SOLO taxonomy:
Lower-Level Thinking Skills
1. Prestructural:
o “What is the topic of today’s lesson?”

2. Unistructural:
o “Can you name the main character in the story?”

o “What is the formula for calculating the area of a rectangle?”

3. Multistructural:
 o “List three causes of the American Revolution.”

o “Describe the steps involved in the water cycle.”

Higher-Order Thinking Skills

4. Relational:
o “How do the causes of the American Revolution relate to the
outcomes?”
o “Compare and contrast the water cycle and the carbon cycle.”

5. Extended Abstract:
o “Evaluate the impact of the American Revolution on modern
democratic societies.”
o “How might changes in the water cycle affect global climate patterns?”

These questions are designed to guide students from basic recall and understanding
to more complex analysis and application of knowledge. Would you like to see more
examples or have any specific topic in mind?

To help students progress through the levels of the SOLO taxonomy during class
discussions, teachers can use a variety of strategies that promote deeper thinking
and understanding. Here are some effective methods:
1. Scaffolded Questions
 Start Simple: Begin with questions that target lower-level thinking skills
(Prestructural and Unistructural). For example, “What is the main idea of this
paragraph?”
 Build Complexity: Gradually introduce more complex questions
(Multistructural, Relational, and Extended Abstract). For example, “How does
the main idea relate to the themes we’ve discussed in previous lessons?”
2. Think-Pair-Share
 Think: Give students time to think about a question individually.
 Pair: Have them discuss their thoughts with a partner.
 Share: Finally, invite pairs to share their insights with the class. This method
encourages students to articulate their understanding and hear different
perspectives1.
3. Use Visual Aids
 Concept Maps: Encourage students to create concept maps that show the
relationships between different ideas. This helps them move from
Multistructural to Relational thinking.
  Diagrams and Charts: Use diagrams to illustrate complex concepts and ask
students to explain them in their own words 2.
4. Encourage Reflection
 Reflective Journals: Have students keep journals where they reflect on what
they have learned and how it connects to other knowledge.
 Class Discussions: Regularly ask students to reflect on their learning
process and discuss how their understanding has evolved 2.
5. Group Work and Peer Teaching
 Collaborative Projects: Assign group projects that require students to work
together to solve problems or create presentations. This promotes higher-
order thinking as they integrate and apply their knowledge.
 Peer Teaching: Encourage students to teach a concept to their
peers. Teaching others helps solidify their own understanding and move to
higher levels of thinking1.
6. Real-World Applications
 Case Studies: Use real-world scenarios and case studies that require
students to apply their knowledge in new contexts.
 Problem-Based Learning: Present students with complex problems that
require them to use their knowledge creatively and critically 2.
7. Feedback and Assessment
 Formative Assessments: Use quizzes, exit tickets, and other formative
assessments to gauge student understanding and provide immediate
feedback.
 Rubrics: Provide clear rubrics that outline the criteria for each level of the
SOLO taxonomy. This helps students understand what is expected at each
stage2.
By incorporating these strategies, teachers can create a dynamic and supportive
learning environment that encourages students to deepen their understanding and
move through the levels of the SOLO taxonomy.

Quality in learning through the Higher Order Thinking Skills (HOTS) and SOLO
(Structure of Observed Learning Outcomes) taxonomy refers to the depth and
complexity of students’ understanding and their ability to apply knowledge in
meaningful ways. Here are some key aspects:
1. Depth of Understanding
  Surface Learning vs. Deep Learning: Quality learning moves beyond
surface learning, where students merely memorize facts, to deep learning,
where they understand concepts and can apply them in various contexts 1.
 Progression Through Levels: The SOLO taxonomy helps in structuring this
progression. Students start with basic understanding (Prestructural and
Unistructural levels) and move towards more complex integration and
application of knowledge (Relational and Extended Abstract levels) 2.
2. Higher Order Thinking Skills (HOTS)
 Critical Thinking: Encouraging students to analyze, evaluate, and create
rather than just remember and understand. This involves questioning
assumptions, making connections, and synthesizing information 3.
 Problem-Solving: Engaging students in tasks that require them to apply
their knowledge to new and unfamiliar situations, fostering creativity and
innovation4.
3. Constructive Alignment
 Aligned Learning Outcomes, Activities, and Assessments: Ensuring
that what is taught (learning activities) and how it is assessed (assessments)
are aligned with the desired learning outcomes. This alignment helps in
achieving deeper understanding and higher quality learning 2.
 Formative Assessments: Using ongoing assessments to provide feedback
and guide students’ learning processes. This helps in identifying gaps in
understanding and providing targeted support 1.
4. Student Engagement and Motivation
 Active Learning: Involving students in activities that require active
participation, such as discussions, projects, and collaborative work. This
increases engagement and promotes deeper learning 4.
 Reflective Practices: Encouraging students to reflect on their learning
experiences, which helps them understand their own thought processes and
identify areas for improvement2.
5. Real-World Applications
 Contextual Learning: Connecting classroom learning to real-world
scenarios, making it relevant and meaningful for students. This helps in
transferring knowledge to different contexts and enhances the quality of
learning4.
By focusing on these aspects, educators can foster an environment where students
not only acquire knowledge but also develop the skills to use that knowledge
effectively in various situations.
A SOLO super item is an assessment tool designed to evaluate students’
understanding and cognitive abilities using the SOLO (Structure of Observed
Learning Outcomes) taxonomy. It consists of a problem situation accompanied by a
series of questions or tasks that represent different levels of cognitive complexity as
defined by the SOLO taxonomy. Here’s a detailed explanation:
Structure of a SOLO Super Item
1. Problem Situation:
o The super item begins with a problem scenario, which can be
presented through text, diagrams, or graphics. This scenario sets the
context for the questions that follow and is designed to be rich and
engaging, encouraging students to think deeply about the topic.
2. Levels of Complexity:
o The questions or tasks associated with the problem situation are
structured to align with the different levels of the SOLO taxonomy:
 Unistructural: Questions at this level require students to
identify or recall a single piece of information related to the
problem. For example, “What is the main variable in this
experiment?”
 Multistructural: These questions ask students to list or
describe multiple elements related to the problem. For instance,
“List the steps involved in the process described.”
 Relational: At this level, questions require students to explain
relationships between different elements. An example might be,
“How do the variables in the experiment interact with each
other?”
 Extended Abstract: The most complex questions ask students
to generalize or hypothesize based on the information provided.
For example, “Predict how changing one variable would affect
the outcome and justify your reasoning.”
Purpose and Benefits
 Comprehensive Assessment: By including questions at all levels of the
SOLO taxonomy, a super item provides a comprehensive assessment of
students’ understanding, from basic recall to higher-order thinking skills.
 Diagnostic Tool: It helps teachers diagnose the depth of students’
understanding and identify specific areas where students may need
additional support or enrichment.
 Encourages Deep Learning: The structure of the super item encourages
students to engage with the material at a deeper level, promoting critical
thinking and problem-solving skills.
Example of a SOLO Super Item
Problem Situation: A science experiment involves growing plants under different
light conditions to observe their growth rates.
Unistructural Question:
 “What is the independent variable in this experiment?”
Multistructural Question:
 “List the different light conditions used in the experiment.”
Relational Question:
 “Explain how the light conditions affect the growth rate of the plants.”
Extended Abstract Question:
 “If you were to change the type of soil used in the experiment, how do you
think it would affect the results? Justify your answer.”
By using a SOLO super item, educators can effectively assess and promote a deeper
understanding of the subject matter, ensuring that students are not only able to
recall information but also apply and extend their knowledge in meaningful ways 12.

Here’s another example of a SOLO super item, this time in the context of a history
lesson:
Problem Situation:
You are studying the causes and effects of the Industrial Revolution in 18th and 19th
century Europe. The Industrial Revolution brought significant changes to society,
economy, and technology.
Unistructural Question:
 “What is one major invention that emerged during the Industrial Revolution?”
Multistructural Question:
 “List three key changes that occurred in society as a result of the Industrial
Revolution.”
Relational Question:
 “Explain how the invention you mentioned earlier impacted the economy
during the Industrial Revolution.”
Extended Abstract Question:
 “Predict how the Industrial Revolution might have influenced modern
technological advancements. Provide reasons for your prediction.”
This structure helps students progress from identifying basic facts to making
complex connections and predictions, fostering a deeper understanding of the
historical context and its long-term implications.

Here are SOLO super items designed for an English class, focusing on literature
analysis:
Problem Situation:
You are studying William Shakespeare’s play “Romeo and Juliet.” The play explores
themes of love, conflict, and fate.
Unistructural Question:
 “Who are the main characters in ‘Romeo and Juliet’?”
Multistructural Question:
 “List three major events that occur in the play.”
Relational Question:
 “Explain how the theme of conflict is portrayed through the relationship
between the Montagues and Capulets.”
Extended Abstract Question:
 “How might the themes of ‘Romeo and Juliet’ be relevant to modern-day
relationships and societal conflicts? Provide examples to support your
answer.”
Another Example for a Language/English Class:
Problem Situation:
You are analyzing a poem, “The Road Not Taken” by Robert Frost. The poem reflects
on the choices we make in life and their consequences.
Unistructural Question:
 “What is the main metaphor used in the poem?”
Multistructural Question:
 “Identify and list three literary devices used in the poem.”
Relational Question:
 “Explain how the metaphor of the road represents the theme of choices and
decisions in the poem.”
Extended Abstract Question:
  “Discuss how the poem’s message about choices and their impact can be
applied to a significant decision you have made in your life. Reflect on how
this decision has shaped your path.”
These questions guide students from basic comprehension to deeper analysis and
personal reflection, enhancing their critical thinking and interpretive skills.

Creative Writing
Problem Situation:
You are tasked with writing a short story that includes a surprising twist at the end.
The story should be set in a small town and involve at least two main characters.
Unistructural Question:
 “Who are the main characters in your story?”
Multistructural Question:
 “List the key events that will happen in your story.”
Relational Question:
 “Explain how the setting of the small town influences the characters and the
plot of your story.”
Extended Abstract Question:
 “How does the surprising twist at the end of your story change the reader’s
understanding of the characters and events? Reflect on how you used
foreshadowing to build up to this twist.”
Essay Analysis
Problem Situation:
You are analyzing an essay titled “The Impact of Social Media on Modern
Communication.” The essay discusses both positive and negative effects of social
media.
Unistructural Question:
 “What is the main argument of the essay?”
Multistructural Question:
 “Identify and list three key points the author makes to support their
argument.”
Relational Question:
 “Explain how the author uses evidence to support their argument about the
negative effects of social media.”
Extended Abstract Question:
 “Evaluate the overall effectiveness of the essay. How well does the author
balance the discussion of positive and negative effects? Suggest ways the
essay could be improved to provide a more comprehensive analysis.”
These questions guide students through the process of developing their creative
writing skills and analyzing essays, encouraging them to think critically and reflect
deeply on their work.

Analyzing Poetry
Problem Situation:
You are analyzing the poem “Ode to a Nightingale” by John Keats. The poem
explores themes of mortality, nature, and the desire for transcendence.
Unistructural Question:
 “What is the main theme of ‘Ode to a Nightingale’?”
Multistructural Question:
 “List three literary devices used in the poem and provide examples.”
Relational Question:
 “Explain how Keats uses imagery to convey the theme of mortality in the
poem.”
Extended Abstract Question:
 “Discuss how ‘Ode to a Nightingale’ reflects the characteristics of Romantic
poetry. How does Keats’s treatment of nature and emotion compare to that of
other Romantic poets?”
Analyzing Literary Criticism Essays
Problem Situation:
You are analyzing a literary criticism essay on F. Scott Fitzgerald’s “The Great
Gatsby.” The essay argues that the novel critiques the American Dream.
Unistructural Question:
 “What is the main argument of the literary criticism essay?”
Multistructural Question:
 “Identify and list three pieces of evidence the author uses to support their
argument.”
Relational Question:
  “Explain how the author connects the character of Jay Gatsby to the theme of
the American Dream.”
Extended Abstract Question:
 “Evaluate the effectiveness of the author’s argument. How well does the
essay integrate historical context and textual analysis to support its claims?
Suggest additional perspectives or evidence that could strengthen the
argument.”
These questions help students move from basic comprehension to deeper analysis
and critical evaluation, enhancing their ability to engage with and interpret literary
texts.

Here are examples of SOLO super items for comparing and contrasting different
critical perspectives on a literary work. Let’s use F. Scott Fitzgerald’s “The Great
Gatsby” as the literary work for analysis.
Problem Situation:
You are analyzing “The Great Gatsby” by F. Scott Fitzgerald. Different critics have
interpreted the novel in various ways, focusing on themes such as the American
Dream, social class, and moral decay.
Unistructural Question:
 “What is one theme discussed in ‘The Great Gatsby’?”
Multistructural Question:
 “List two critical perspectives on ‘The Great Gatsby’ and briefly describe
each.”
Relational Question:
 “Explain how the Marxist perspective and the feminist perspective interpret
the character of Daisy Buchanan differently.”
Extended Abstract Question:
 “Compare and contrast how the Marxist and feminist perspectives critique
the concept of the American Dream in ‘The Great Gatsby.’ How do these
perspectives enhance your understanding of the novel’s themes and
characters?”
Another Example for Literary Criticism:
Problem Situation:
You are comparing and contrasting different critical perspectives on William
Shakespeare’s “Hamlet.” Critics have analyzed the play through various lenses,
including psychoanalytic, feminist, and historical approaches.
Unistructural Question:
 “What is one critical perspective used to analyze ‘Hamlet’?”
Multistructural Question:
 “Identify and list three different critical perspectives on ‘Hamlet’ and provide
a brief description of each.”
Relational Question:
 “Explain how the psychoanalytic perspective and the feminist perspective
interpret the character of Ophelia differently.”
Extended Abstract Question:
 “Compare and contrast the psychoanalytic and feminist perspectives on
‘Hamlet.’ How do these perspectives provide different insights into the
themes of madness and gender roles in the play?”
These questions guide students from basic identification of themes and
perspectives to deeper analysis and critical comparison, fostering a comprehensive
understanding of the literary work and its various interpretations.

Analyzing “1984” by George Orwell

Problem Situation:
You are analyzing George Orwell’s “1984,” a dystopian novel that explores themes
of totalitarianism, surveillance, and individual freedom. The novel was published in
1949, shortly after World War II and during the early years of the Cold War.
Unistructural Question:
 “What is the main theme of ‘1984’?”
Multistructural Question:
 “List three historical events or conditions that influenced Orwell’s writing of
‘1984’.”
Relational Question:
 “Explain how the historical context of the Cold War influences the portrayal of
the Party’s control over Oceania in ‘1984’.”
Extended Abstract Question:
 “Compare and contrast how ‘1984’ might be interpreted differently by
readers in the 1950s, during the height of the Cold War, and by contemporary
readers today. How do historical contexts shape these interpretations?”
Analyzing “Macbeth” by William Shakespeare
Problem Situation:
You are analyzing William Shakespeare’s “Macbeth,” a tragedy that delves into
themes of ambition, power, and guilt. The play was written in the early 17th
century, during the reign of King James I of England.
Unistructural Question:
 “What is the main theme of ‘Macbeth’?”
Multistructural Question:
 “Identify and list three historical or cultural factors from the early 17th
century that influenced Shakespeare’s writing of ‘Macbeth’.”
Relational Question:
 “Explain how the historical context of King James I’s interest in witchcraft and
the Gunpowder Plot of 1605 influence the themes and characters in
‘Macbeth’.”
Extended Abstract Question:
 “Discuss how ‘Macbeth’ might be interpreted differently by audiences in
Shakespeare’s time, who were familiar with the political and cultural context,
and by modern audiences. How do these historical contexts affect the
understanding of the play’s themes and characters?”
These questions guide students from basic identification of themes and historical
influences to deeper analysis and critical comparison, fostering a comprehensive
understanding of how historical context shapes literary interpretation.

example of a SOLO super item designed for teaching grammar, specifically focusing
on the use of past tense verbs.
Problem Situation:
You are teaching a lesson on the use of past tense verbs in English. The students
are given a short story about a day at the beach and need to identify and use past
tense verbs correctly.
Unistructural Question:
 “Identify one past tense verb in the following sentence: ‘She walked along the
beach and collected seashells.’”
Multistructural Question:
 “List three past tense verbs used in the story.”
Relational Question:
 “Explain how the use of past tense verbs helps to convey the sequence of
events in the story.”
Extended Abstract Question:
 “Rewrite the story in the present tense. Discuss how changing the tense
affects the reader’s perception of the events.”
Another Example for Teaching Grammar:
Problem Situation:
You are teaching a lesson on subject-verb agreement. The students are given a
paragraph with several sentences that need to be corrected for subject-verb
agreement.
Unistructural Question:
 “Identify the subject and verb in the following sentence: ‘The dogs run in the
park.’”
Multistructural Question:
 “List three sentences from the paragraph that have incorrect subject-verb
agreement.”
Relational Question:
 “Explain why the subject-verb agreement is incorrect in the sentence: ‘The
dogs runs in the park.’ How should it be corrected?”
Extended Abstract Question:
 “Write a short paragraph about your favorite hobby, ensuring all sentences
have correct subject-verb agreement. Reflect on how proper subject-verb
agreement improves the clarity and readability of your writing.”
These questions guide students from basic identification and listing to deeper
analysis and application, helping them understand and use grammar rules
effectively.

Teaching Conditional Sentences

Problem Situation:
You are teaching a lesson on conditional sentences, focusing on the first, second,
and third conditionals. The students are given a scenario about planning a trip and
need to use different types of conditional sentences to discuss various possibilities.
Unistructural Question:
  “Identify the conditional sentence in the following example: ‘If it rains, we will
cancel the trip.’”
Multistructural Question:
 “List three examples of first conditional sentences from the scenario.”
Relational Question:
 “Explain the difference between the first, second, and third conditional
sentences. Provide an example of each type from the scenario.”
Extended Abstract Question:
 “Create a dialogue between two friends discussing their trip plans using all
three types of conditional sentences. Reflect on how the use of different
conditionals changes the meaning and outcome of their conversation.”
Teaching Passive Voice
Problem Situation:
You are teaching a lesson on the passive voice. The students are given a paragraph
written in the active voice and need to rewrite it in the passive voice.
Unistructural Question:
 “Identify the passive voice sentence in the following example: ‘The cake was
baked by Sarah.’”
Multistructural Question:
 “List three sentences from the paragraph that can be rewritten in the passive
voice.”
Relational Question:
 “Explain how the meaning of the sentence changes when it is rewritten in the
passive voice. Use the example: ‘The committee approved the proposal.’”
Extended Abstract Question:
 “Rewrite the entire paragraph in the passive voice. Discuss how the use of
passive voice affects the tone and focus of the paragraph compared to the
active voice.”
These questions guide students from basic identification and listing to deeper
analysis and application, helping them understand and use complex grammar
concepts effectively.

Teaching Reported Speech

Problem Situation:
You are teaching a lesson on reported speech. The students are given a dialogue
between two friends discussing their weekend plans, and they need to convert the
direct speech into reported speech.
Unistructural Question:
 “Identify one example of direct speech in the dialogue.”
Multistructural Question:
 “List three sentences from the dialogue that can be converted into reported
speech.”
Relational Question:
 “Explain how the tense changes when converting the sentence ‘I am going to
the beach,’ to reported speech.”
Extended Abstract Question:
 “Rewrite the entire dialogue in reported speech. Discuss how the use of
reported speech changes the tone and clarity of the conversation.”

Teaching Modal Verbs

Problem Situation:
You are teaching a lesson on modal verbs. The students are given a scenario where
they need to give advice, make requests, and express abilities using modal verbs.
Unistructural Question:
 “Identify one modal verb in the following sentence: ‘You should see a
doctor.’”
Multistructural Question:
 “List three modal verbs used in the scenario and provide an example
sentence for each.”
Relational Question:
 “Explain how the modal verbs ‘can,’ ‘should,’ and ‘must’ are used differently
in the context of giving advice.”
Extended Abstract Question:
 “Create a dialogue between two friends where they discuss their plans for the
weekend using at least five different modal verbs. Reflect on how the choice
of modal verbs affects the meaning and tone of their conversation.”
These questions guide students from basic identification and listing to deeper
analysis and application, helping them understand and use reported speech and
modal verbs effectively.