Instruction:5f5c8915-5808-4d5d-8f23-dbc4c9eb3ea9

Modules

The solo taxonomy

Instructions for:TraineeTrainer

Related Initiative

BEYOND

Goal

Learn about the Structure of Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collins, 1982) and its derived instruments (ECAG (Ethical Case Assessment Grid) and EASM (Ethical Awareness and Sensitivity Meter)) and how they can be used to evaluate understanding and ethical sensitivity in the context of Research Ethics and Integrity (REI) teaching, learning, and assessment.

Duration (hours)

1

For whom is this important?

Prospective Research Integrity TrainersResearch Ethics CommitteesResearch integrity trainersSenior researchersSupervisors

Part of

BEYOND

Steps

1Using the SOLO Taxonomy

2Applying the ECAG – Ethical Case Assessment Grid

3Applying the EASM – Ethical Awareness and Sensitivity Meter

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.

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.

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.

1

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.

The taxonomy, therefore, serves as both a framework for assessment and a guide for instructional design in REI contexts.

2

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).

3

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).

By ethical awareness we mean recognition of ethical aspects, interpreting a situation. In the ethical sensitivity we include awareness, conscious scrutiny of an ethical topic, and recognising intricacies of the issues/participants.

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

Steps

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