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|Is About=The Structure of Observed Learning Outcomes (SOLO taxonomy), based on Biggs & Collins (1982), can be used to evaluate understanding in the context of REI teaching and learning (Löfström, 2012; Tammeleht et al., 2019). It is a structure for devising learning outcomes in higher education and for assessing how those learning outcomes are reached (Biggs & Tang, 2007). | |Is About=The Structure of Observed Learning Outcomes (SOLO taxonomy), based on Biggs & Collins (1982), can be used to evaluate understanding in the context of REI teaching and learning (Löfström, 2012; Tammeleht et al., 2019). It is a structure for devising learning outcomes in higher education and for assessing how those learning outcomes are reached (Biggs & Tang, 2007). | ||
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The taxonomy is applicable across fields. The higher the level of understanding according to the taxonomy, the more complex the understanding is in terms of ‘quantity’, and as one moves up the taxonomic levels, the more qualitatively intricate understanding becomes. | The taxonomy is applicable across fields. The higher the level of understanding according to the taxonomy, the more complex the understanding is in terms of ‘quantity’, and as one moves up the taxonomic levels, the more qualitatively intricate understanding becomes. | ||
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The SOLO taxonomy, thus, captures the learning outcome (i.e., level of understanding) as displayed by the learner (Biggs & Tang, 2007). Assignments and tasks must be designed so that they help learners display their understanding in relation to the intended learning outcomes. It is the responsibility of the facilitator to match the assignments with the intended learning outcomes. | The SOLO taxonomy, thus, captures the learning outcome (i.e., level of understanding) as displayed by the learner (Biggs & Tang, 2007). Assignments and tasks must be designed so that they help learners display their understanding in relation to the intended learning outcomes. It is the responsibility of the facilitator to match the assignments with the intended learning outcomes. | ||
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Figure 1 shows how the SOLO taxonomy can be used to assess the level of understanding of REI in connection to a variety of assignments from case elaborations to written texts. | Figure 1 shows how the SOLO taxonomy can be used to assess the level of understanding of REI in connection to a variety of assignments from case elaborations to written texts. | ||
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The explanation table can be used as a scale for any data collected to evaluate the level of learner’s understanding. But the SOLO taxonomy has also been modified into different instruments. | The explanation table can be used as a scale for any data collected to evaluate the level of learner’s understanding. But the SOLO taxonomy has also been modified into different instruments. | ||
|Important Because=The SOLO taxonomy provides a systematic, hierarchical framework for evaluating learners’ understanding, ensuring that learning outcomes are aligned with assessment tasks. In the context of REI, this means that the taxonomy helps educators identify and measure the depth and complexity of ethical understanding, from basic recognition of issues to advanced, reflective, and abstract reasoning. | |Important Because=The SOLO taxonomy provides a systematic, hierarchical framework for evaluating learners’ understanding, ensuring that learning outcomes are aligned with assessment tasks. In the context of REI, this means that the taxonomy helps educators identify and measure the depth and complexity of ethical understanding, from basic recognition of issues to advanced, reflective, and abstract reasoning. | ||
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By applying and adapting SOLO-based instruments such as ECAG and EASM (see steps 1 and 2), it becomes possible to assess both learning processes and ethical sensitivity in varied contexts, from classroom activities to real-world or survey-based scenarios. These adaptations ensure that REI education not only promotes knowledge but also nurtures ethical awareness and integrity-driven decision-making. | By applying and adapting SOLO-based instruments such as ECAG and EASM (see steps 1 and 2), it becomes possible to assess both learning processes and ethical sensitivity in varied contexts, from classroom activities to real-world or survey-based scenarios. These adaptations ensure that REI education not only promotes knowledge but also nurtures ethical awareness and integrity-driven decision-making. | ||
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| − | * It categorizes levels of understanding from simple to complex. | + | *It categorizes levels of understanding from simple to complex. |
| − | * The taxonomy helps educators identify whether learners are merely recognizing ethical issues or integrating and applying them in sophisticated ways. | + | *The taxonomy helps educators identify whether learners are merely recognizing ethical issues or integrating and applying them in sophisticated ways. |
| − | * Learning tasks and assignments should be designed to elicit responses that demonstrate understanding at the intended SOLO level. | + | *Learning tasks and assignments should be designed to elicit responses that demonstrate understanding at the intended SOLO level. |
| − | * Facilitators are responsible for aligning assignments with the learning outcomes they aim to assess. | + | *Facilitators are responsible for aligning assignments with the learning outcomes they aim to assess. |
The taxonomy, therefore, serves as both a framework for assessment and a guide for instructional design in REI contexts. | The taxonomy, therefore, serves as both a framework for assessment and a guide for instructional design in REI contexts. | ||
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Table 1. ECAG example (from Tammeleht, 2022). (Pam Hook has provided permission to use the images). | Table 1. ECAG example (from Tammeleht, 2022). (Pam Hook has provided permission to use the images). | ||
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Table 2. Ethical Awareness and Sensitivity Meter (Tammeleht et al., forthcoming). | Table 2. Ethical Awareness and Sensitivity Meter (Tammeleht et al., forthcoming). | ||
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{{Instruction Remarks Trainee | {{Instruction Remarks Trainee | ||
| − | |Has Remarks=Authors: Erika Löfström, Anu Tammeleht, Simo Kyllönen, | + | |Has Remarks=Authors: Erika Löfström, Anu Tammeleht, Simo Kyllönen, |
This course was produced on behalf of the BEYOND project. The BEYOND project was finded by the European Union uder the grat agreement n. 101094714 | This course was produced on behalf of the BEYOND project. The BEYOND project was finded by the European Union uder the grat agreement n. 101094714 | ||
Latest revision as of 10:13, 18 November 2025
ModulesThe solo taxonomy
What is this about?
The Structure of Observed Learning Outcomes (SOLO taxonomy), based on Biggs & Collins (1982), can be used to evaluate understanding in the context of REI teaching and learning (Löfström, 2012; Tammeleht et al., 2019). It is a structure for devising learning outcomes in higher education and for assessing how those learning outcomes are reached (Biggs & Tang, 2007). The taxonomy is applicable across fields. The higher the level of understanding according to the taxonomy, the more complex the understanding is in terms of ‘quantity’, and as one moves up the taxonomic levels, the more qualitatively intricate understanding becomes. The SOLO taxonomy, thus, captures the learning outcome (i.e., level of understanding) as displayed by the learner (Biggs & Tang, 2007). Assignments and tasks must be designed so that they help learners display their understanding in relation to the intended learning outcomes. It is the responsibility of the facilitator to match the assignments with the intended learning outcomes. Figure 1 shows how the SOLO taxonomy can be used to assess the level of understanding of REI in connection to a variety of assignments from case elaborations to written texts.
Figure 2. The SOLO taxonomy explanation.
Why is this important?
The SOLO taxonomy provides a systematic, hierarchical framework for evaluating learners’ understanding, ensuring that learning outcomes are aligned with assessment tasks. In the context of REI, this means that the taxonomy helps educators identify and measure the depth and complexity of ethical understanding, from basic recognition of issues to advanced, reflective, and abstract reasoning.
By applying and adapting SOLO-based instruments such as ECAG and EASM (see steps 1 and 2), it becomes possible to assess both learning processes and ethical sensitivity in varied contexts, from classroom activities to real-world or survey-based scenarios. These adaptations ensure that REI education not only promotes knowledge but also nurtures ethical awareness and integrity-driven decision-making.Using the SOLO Taxonomy
The SOLO taxonomy (Biggs & Collins, 1982; Biggs & Tang, 2007) can be applied in REI teaching and learning to structure, design, and assess learning outcomes.
- It categorizes levels of understanding from simple to complex.
- The taxonomy helps educators identify whether learners are merely recognizing ethical issues or integrating and applying them in sophisticated ways.
- Learning tasks and assignments should be designed to elicit responses that demonstrate understanding at the intended SOLO level.
- Facilitators are responsible for aligning assignments with the learning outcomes they aim to assess.
Applying the ECAG – Ethical Case Assessment Grid
ECAG was introduced by Tammeleht and colleagues (2019) to help evaluate development of understanding during group-work. The number and content of tasks can be modified by the teacher. The unit of analysis can be an individual or a group. SOLO levels can be identified in written work or during oral presentations.
Table 1. ECAG example (from Tammeleht, 2022). (Pam Hook has provided permission to use the images).
Applying the EASM – Ethical Awareness and Sensitivity Meter
Taxonomies are usually implemented in learning situations. But in some contexts, we may need to evaluate ethical awareness/sensitivity outside the learning context, for example when analysing comments that people have added as open answers to vignettes in retention checks or REI surveys.
We needed to modify the instrument for measuring ethical sensitivity in a non-training context (see Table 2). The instrument can be used in deductive content analysis.
Table 2. Ethical Awareness and Sensitivity Meter (Tammeleht et al., forthcoming).
Remarks
Authors: Erika Löfström, Anu Tammeleht, Simo Kyllönen,
This course was produced on behalf of the BEYOND project. The BEYOND project was finded by the European Union uder the grat agreement n. 101094714
