Skip to main content

Structure of the Observed Learning Outcome (SOLO) Model

  • Reference work entry
  • First Online:
Encyclopedia of Mathematics Education
  • 362 Accesses

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 699.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Biggs J (1996) Enhancing teaching through constructive alignment. High Educ 32:347–364

    Article  Google Scholar 

  • Biggs J, Collis K (1982) Evaluating the quality of learning: the SOLO taxonomy. Academic, New York

    Google Scholar 

  • Biggs J, Collis K (1989) Towards a model of school-based curriculum development and assessment using the SOLO taxonomy. Aust J Educ 33(2):151–153

    Article  Google Scholar 

  • Biggs J, Collis K (1991) Multimodal learning and the quality of intelligent behaviour. In: Rowe H (ed) Intelligence, reconceptualization and measurement. Laurence Erlbaum Assoc, Hillsdale, pp 57–76

    Google Scholar 

  • Campbell K, Watson J, Collis K (1992) Volume measurement and intellectual development. J Struct Learn Intell Syst 11:279–298

    Google Scholar 

  • Case R (1992) The mind’s staircase: exploring the conceptual underpinnings of children’s thought and knowledge. Laurence Erlbaum Assoc, Hillsdale

    Google Scholar 

  • Collis K, Biggs J (1979) Classroom examples of cognitive development phenomena: the SOLO taxonomy. University of Newcastle, Australia (ERIC Document Reproduction Service No. ED 185055), p 217

    Google Scholar 

  • Ericsson KA, Krampe RT, Tesch-Romer C (1993) The role of deliberate practice in the acquisition of expert performance. Psychol Rev 100(3):363–406

    Article  Google Scholar 

  • Fischer KW, Knight CC (1990) Cognitive development in real children: levels and variations. In: Presseisen B (ed) Learning and thinking styles: classroom interaction. National Education Association, Washington

    Google Scholar 

  • Halford GS (1993) Children’s understanding: the development of mental models. Lawrence Erlbaum, Hillsdale

    Google Scholar 

  • Haynes, JE (2009) Qualitative analyses of a fundamental motor skill across the lifespan: linking practice and theory. Unpublished doctoral thesis, University of New England, p 305

    Google Scholar 

  • Pegg J (1992) Assessing students’ understanding at the primary and secondary level in the mathematical sciences. In: Izard J, Stephens M (eds) Reshaping assessment practice: assessment in the mathematical sciences under challenge. Australian Council of Educational Research, Melbourne, pp 368–385

    Google Scholar 

  • Pegg J (2003) Assessment in mathematics: a developmental approach. In: Royer JM (ed) Advances in cognition and instruction. Information Age Publishing Inc, New York, pp 227–259

    Google Scholar 

  • Quinn F, Pegg J, Panizzon D (2009) First-year biology students’ understandings of meiosis: an investigation using a structural theoretical framework. Int J Sci Educ 31(10):1279–1305

    Article  Google Scholar 

  • Watson JM, Collis KF, Campbell KJ (1995) Developmental structure in the understanding of common and decimal fractions. Focus on Learning Problems in Mathematics 17:1–24

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to John Pegg .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Pegg, J. (2020). Structure of the Observed Learning Outcome (SOLO) Model. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_182

Download citation

Publish with us

Policies and ethics