Introduction
The Structure of Observed Learning Outcomes (SOLO) Taxonomy, developed by John Biggs and Kevin Collis in 1982, is an important framework for understanding the stages of learning complexity. SOLO provides a way to classify learning outcomes based on their complexity and depth, making it an essential tool for instructional designers and corporate learning professionals. This article explores the SOLO Taxonomy, its key stages, and how it can be effectively applied in corporate L&D settings to enhance learning and assessment.
What is SOLO Taxonomy?
SOLO Taxonomy is a model that describes the progression of a learner’s understanding from simple to complex. It focuses on the quality of the learner’s responses, not just the quantity of information they can recall. The taxonomy’s primary aim is to help instructional designers identify the level of understanding learners demonstrate and to design learning experiences that promote deeper understanding and application.
SOLO categorizes learning outcomes into different levels based on their complexity, from surface-level responses to more profound, integrated understanding. This framework allows L&D professionals to assess whether learners are simply recalling facts or whether they can synthesize, evaluate, and apply knowledge in more sophisticated ways.
The Five Levels of SOLO Taxonomy
SOLO Taxonomy consists of five levels, each representing a different stage of learning. These levels are:
1. Pre-Structural
What it is:
The pre-structural level represents the lowest stage of understanding. At this level, learners have little or no understanding of the topic. Their responses may be disjointed, incomplete, or irrelevant to the learning task.
Example:
If a learner is asked about a company’s core values and responds with irrelevant details, such as the company’s history or unrelated facts, they are at the pre-structural level.
Instructional Implication:
At this stage, instructional design must focus on helping learners make connections and understand the basics of the subject matter. This may involve providing foundational knowledge, demonstrating key concepts, and giving learners clear starting points to build on.
Assessment Method:
Assessments should aim to identify gaps in learners’ understanding. Short quizzes or brief surveys can be used to assess learners’ initial knowledge and understanding. Formative assessments are key at this level to gauge whether learners have grasped basic concepts.
2. Uni-Structural
What it is:
The uni-structural level is the next step up from pre-structural learning. At this stage, learners are able to grasp and recall individual pieces of information, but they cannot yet connect those pieces to form a coherent understanding of the topic.
Example:
A learner might be able to recall that “communication is a core skill in leadership,” but they may not understand how communication relates to other leadership competencies or how it applies in different contexts.
Instructional Implication:
Instruction at this level should focus on helping learners connect isolated facts to form a broader understanding. Teaching methods should encourage learners to make links between concepts and start seeing how individual pieces fit together.
Assessment Method:
Assessments at this level may include tasks that ask learners to identify or define concepts. For example, learners could be asked to list the key components of leadership, but they would not yet be required to explain relationships between those components.
3. Multi-Structural
What it is:
At the multi-structural level, learners can handle multiple pieces of information and can organize these pieces into distinct, separate elements. They may understand individual concepts but struggle to connect them meaningfully.
Example:
A learner might understand various leadership skills, such as communication, decision-making, and delegation, but may not yet understand how these skills integrate to form effective leadership.
Instructional Implication:
Instruction at this level should aim to guide learners in seeing connections between different elements. Activities that require learners to compare and contrast different concepts can help them understand how separate pieces of information are related.
Assessment Method:
Assessment at the multi-structural level can involve tasks where learners are asked to list multiple aspects of a topic or compare different concepts. For example, learners might be asked to describe multiple strategies for improving team communication.
4. Relational
What it is:
At the relational level, learners begin to integrate multiple pieces of information and understand how they work together. They can explain relationships and can synthesize information into a cohesive framework or theory.
Example:
A learner at the relational level might be able to explain how leadership skills like communication and decision-making work together to influence team effectiveness. They can understand and articulate the interconnections between concepts.
Instructional Implication:
At this stage, instruction should challenge learners to synthesize information, understand relationships, and apply that understanding to new contexts. Activities should encourage learners to solve complex problems or analyze case studies, prompting them to make connections between different concepts.
Assessment Method:
Assessments at the relational level typically involve tasks that require learners to apply their understanding in new or unfamiliar contexts. Case studies, scenario-based problems, or analysis tasks that require learners to demonstrate how concepts relate to each other are ideal assessments.
5. Extended Abstract
What it is:
The extended abstract level represents the highest stage of understanding in SOLO Taxonomy. At this stage, learners can not only integrate and apply information, but they can also make generalizations, hypothesize, and theorize about the topic. They are capable of abstract thinking and can apply their knowledge to novel situations and problems.
Example:
A learner at the extended abstract level might be able to develop a new leadership theory based on their understanding of various leadership concepts. They can synthesize information from multiple domains and apply it to solve complex, real-world problems.
Instructional Implication:
Instruction at this level should focus on encouraging learners to explore new ideas, think critically, and apply their learning in innovative ways. It should challenge learners to push beyond existing frameworks and explore possibilities in new contexts.
Assessment Method:
Assessment at the extended abstract level requires learners to demonstrate high-level thinking. This can be done through tasks such as research projects, theoretical essays, or complex problem-solving exercises that require synthesis and innovation.
Why SOLO Taxonomy Matters for Corporate L&D
SOLO Taxonomy provides a clear, structured approach to understanding how learners progress from basic knowledge to advanced understanding. This makes it a powerful tool for corporate L&D professionals for several reasons:
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Supports Progressive Learning: SOLO Taxonomy allows instructional designers to create learning experiences that progressively challenge learners, moving them from surface-level knowledge to deeper, more complex understanding. This supports both foundational learning and advanced skill development.
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Improves Assessment Accuracy: By using the SOLO framework, L&D professionals can more accurately assess learners’ levels of understanding and tailor assessments to reflect those levels. This ensures that assessments are appropriately challenging and aligned with the learner’s current abilities.
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Enhances Instructional Design: SOLO Taxonomy helps instructional designers understand the cognitive stages learners go through and can guide the creation of learning activities that build on each level of understanding. This ensures that learning experiences are appropriately structured and scaffolded.
How to Apply SOLO Taxonomy in Corporate L&D
L&D professionals can integrate SOLO Taxonomy into their instructional design processes by:
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Classifying Learning Outcomes: Clearly identify which level of the SOLO Taxonomy each learning outcome corresponds to. This will help guide both the content and the assessment methods used in training programs.
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Designing Learning Experiences for Each Level: Tailor instructional strategies to match the learner’s current level of understanding. For example, provide more direct instruction and foundational knowledge for learners at the pre-structural or uni-structural levels, and encourage higher-order thinking and application for those at the relational or extended abstract levels.
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Aligning Assessments: Ensure that assessments align with the learner’s level of understanding. Use simple recall-based assessments for lower levels and more complex, integrative assessments for higher levels.
Conclusion
SOLO Taxonomy offers a clear and structured way for instructional designers to assess and develop learners’ cognitive understanding. By recognizing the different levels of complexity in learning, from simple recall to advanced synthesis, L&D professionals can create more effective, targeted learning experiences. Whether you’re designing basic knowledge-based training or advanced leadership development programs, SOLO Taxonomy provides a framework for supporting learners at every stage of their journey, helping them move from surface learning to deep, transferable understanding.