PD August NPS

SOLOA Taxonomy for Teaching and

Learning

Structure of Observed Learning Outcomes

SOLO - Background

• 2 Australian academics – John Biggs and Kevin Collis 1982

http://www.johnbiggs.com.au/academic/solo-taxonomy/

• New Zealand• Deb Masters and John Hattie• Pam Hook resources, blog, Wiki, Twitterhttp://pamhook.com/

Advantages

• Describes learning progression• Reliability • Useful in moderation processes• Resources• Useful for self and peer assessment – 5 year olds plus• Theory about teaching and learning• Ascending cognitive complexity – powerful tool when

giving feedback• Caters for differentiation – able to support and challenge

SOLO Taxonomy

Prestructural Unistructural Multistructural Relational Extended Abstract

SOLO example

Explore the Taxonomy

• Use the Achievement Standard for your year level/s and your recent art show products/ unit of work to explore the knowledge, skills and understandings evident in your students.

• In terms of evidence, consider what your students can say, write, make and do

Explain

• Share with the group

Elaborate – Combine with Sentence Structure

• Elaborate using the Sentence Structure Achievement Standard. Plan to address part of the Visual Arts Achievement Standard through class discussion and some sort of written or oral (videoed comments) activity.

• Graphic organiser to help pull out elements you want to address

• Stem sentences

Evaluate

• The process• The potential of using this taxonomy