Applying the Structure of the Observed Learning Outcomes (SOLO) taxonomy on student’s learning outcomes: An empirical study

Abstract

This article explores the application of different educational taxonomies in measuring students' cognitive learning outcomes. The objectives were to compare three educational taxonomies--namely, the Structure of the Observed Learning Outcomes (SOLO) taxonomy, Bloom's taxonomy and reflective thinking measurement model--and to test the application value of these taxonomies. A comparative literature review was conducted to provide an underlying conceptual framework. Recommendations from this review were examined experimentally. Scripts of long essay papers and short classroom discussion responses were analyzed by the modified versions of the taxonomies. It was found that SOLO is suitable for measuring different kinds of learning outcomes. However, finer categorization of SOLO levels did not eradicate the problem of SOLO's conceptual ambiguity. It is suggested that the next step of research should be on setting up panels of judges to find out which taxonomy is suitable for measuring what learning outcomes under which contexts.