The SOLO Taxonomy as a Means of Shaping and Assessing Learning in Higher Education
- 1 January 1995
- journal article
- research article
- Published by Informa UK Limited in Higher Education Research & Development
- Vol. 14 (2), 143-154
- https://doi.org/10.1080/0729436950140201
Abstract
This paper is a discussion of the use of the SOLO (Structure of Observed Learning Outcomes) Taxonomy (Biggs & Collis, 1982, 1989; Biggs, 1991, 1992a, 1992b; Boulton‐Lewis, 1992, 1994) as a means of developing and assessing higher order thinking in Higher Education. It includes a summary of the research into its use to date as an instrument to find out what students know and believe about their own learning, to assess entering knowledge in a discipline, to present examples of structural organization of knowledge in a discipline, to provide models of levels of desired learning outcomes, and in particular to assess learning outcomes. A proposal is made for further research.Keywords
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