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65:– The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Students in the multi-structural stage may know the concept in tidbits but don't know how to present or explain it.
71:– The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. At the relational stage, students can identify various patterns & view a topic from distinct perspectives.
53:– The task is not attacked appropriately; the student hasn't really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.
77:– The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area. At this stage, students may apply the classroom concepts in real life.
59:– The student's response only focuses on one relevant aspect. Students in the uni-structural stage of understanding usually give slightly relevant but vague answers that lack depth.
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is a model that describes levels of increasing complexity in students' understanding of subjects. It was proposed by
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Teaching & Understanding Understanding (short-film about Constructive Alignment and The SOLO Taxonomy)
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Evaluating the quality of learning: the SOLO taxonomy (structure of the observed learning outcome)
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Teaching for quality learning at university: what the student does
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Diagram giving an overview of the SOLO Taxonomy approach.
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Model of levels of increasing complexity in understanding
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135: – Framework for scoring how complex a behavior is
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The model consists of five levels of understanding:
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190:Biggs, John B.; Tang, Catherine So-kum (2011) .
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