SOLO
Updated 2026-08-09
INTRODUCTION
English translation pending.
CORE DEFINITION
SOLO, the Structure of Observed Learning Outcomes taxonomy, grades understanding by how a response is organised rather than by how much is recalled. The levels run from prestructural, where the answer misses the point; unistructural, one relevant point; multistructural, several points left isolated; relational, points connected into a coherent whole; to extended abstract, where the structure transfers to new contexts. Because the criterion is structural complexity, assessment gains a shared yardstick instead of counting facts.
SCAFFOLDING EFFECT
Reduce cognitive load
- Use response level: classify an answer by how its points relate, not how many. - Use progression target: design the next teaching step one level above current work. - Use feedback ladder: tell learners what a relational or extended answer looks like.
Anchor fast decisions
Understanding is graded by the number of relevant points a response uses and how those points are connected. Isolated points indicate multistructural knowledge, linked points indicate relational understanding, and transfer to a new setting indicates extended abstract. Measuring structural complexity rather than volume gives assessment a consistent standard.
MINIMUM ACTION
In progress 0/1Practice this model in one real situation:
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Source support: Explicit
- en.wikipedia.orghttps://en.wikipedia.org/wiki/Soloverified
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