Republic of the Philippines

Pangasinan State University

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

A Paper Presentation in Prof Ed 106 Assessment in Learning 1

Name/s:
Alolor, Edvic Ray A.
Areola, Angel R.
Lara, Annika T.

Other Taxonomies

I. INTRODUCTION/ CHAPTER OVERVIEW

Bloom's Taxonomy has been very useful in expanding learning from just recalling to more nuanced
cognitive systems, such as assessing and evaluating, new models have arisen. Nevertheless, with the revised
taxonomy, it becomes more useful.

Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain, all of which are
important for thinking and learning. The three systems are the Self-System, the Metacognitive System, and the
Cognitive System. When faced with the option of starting a new task, the Self-System decides whether to continue
the current behavior or engage in the new activity; the Metacognitive System sets goals and keeps track of how
well they are being achieved; the Cognitive System processes all the necessary information, and the Knowledge
Domain provides the content.

In effect, the New Taxonomy is a two-

dimensional model with six categories of mental processes represented by one dimension and three
domains of knowledge represented by the other dimension.

II. OBJECTIVES

• To Understand the concept of SOLO taxonomy and New Taxonomy,

• To identify the different levels of SOLO taxonomy and New Taxonomy.

III. CONTENT

A. Structure of Observed Learning Outcome (SOLO) Taxonomy

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 SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple
to complex when learning different subjects or tasks.
The SOLO Taxonomy was devised by Kevin Collis and John Biggs in 1982 as an alternative to Bloom’s
(Cognitive Domain) Taxonomy. Collis and Biggs looked at the structure of the Observed Learning Outcomes
produced by learners in terms of complexity. Their model describes levels of increasing complexity in a learner’s
understanding of subjects or performance task.

Five Hierarchical Levels of Understanding of SOLO Taxonomy

1. Pre-structural
At this level, the learner is simply acquiring bits of unconnected information. It has no organization and
does not make sense to them. The learner does not understand the information, therefore cannot demonstrate
understanding.
2. Uni-structural.
At this level, the learner has only a basic concept about the subject or task. They are able to make simple
and obvious connections, but the broader significance of the information is not understood.
3. Multi-structural.
At this level, the learner can understand several aspects of the subject or task, but its relationship to each
other and to the whole remains separated. Ideas and concepts around a topic are not connected. The learner can
make a number of connections, but the significance od the whole is not understood.
4. Relational.
At this level, the learner is able to understand the significance of the parts in relation to the whole. Ideas
and concepts are linked, and they provide a coherent understanding of the whole.
5. Extended abstract.
At this level, the learner is able to make connections not only within the given subject field, but also make
connections beyond it. They are able to generalize and transfer the principles and concepts from one subject area
into a new and different domain.

When learning continues, that becomes more complicated. SOLO is a way to define learning results in
terms of their complexity, allowing us to assess the students ' work in terms of their content and not how many
bits of that they have gotten right. At first, we select only one or a few aspects of the function (unistructural), then
many aspects because they are unrelated (multi-structural). We learn how to combine them into a whole
(relational), and eventually, we can generalize the whole to applications that have not yet been taught (extended
abstract). The diagram lists verbs characteristic of each of those stages. SOLO can be applied not only in
assessment but in designing the curriculum in terms of the level of learning outcomes intended, which helps
implement the constructive alignment.

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B. Kendall’s and Marzano’s Taxonomy

Dr. Robert J, Marzano

• Senior Scholar at Mid-continent Research for Education and Learning (McREL) in Aurora,
Colorado
• Respected educational researcher, has proposed what he calls A New Taxonomy of Educational
Objectives (2000)
• Developed to respond to the shortcomings of the widely used Bloom’s
• incorporates a wider range of factors that affect how students think and provides a more research- based
theory to help teachers improve their students’ thinking.

John S. Kendall
• Senior Director in research at McREL.
• Worked with clients to establish performance standards for the classroom, developed standards for
principals and identified the knowledge and skills that help students learn.

Robert Marzano, respected educational researcher, has proposed what he calls A New Taxonomy of
Educational Objectives (2000). Developed to respond to the shortcomings of the widely used Bloom’s
Taxonomy and the current environment of standards-based instruction, Marzano’s model of thinking skills
incorporates a wider range of factors that affect how learners think and provides a more research-based theory
to help teachers improve their learners’ thinking.

3
 Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain, all of which are
important for thinking and learning. The three systems are the Self-System, the Metacognitive System, and
the Cognitive System. When faced with the option of starting a new task, the Self-System decides whether to
continue the current behavior or engage in the new activity; the Metacognitive System sets goals and keeps
track of how well they are being achieved; the Cognitive System processes all the necessary information, and
the Knowledge Domain provides the content

Knowledge Domain

Traditionally, the focus of most teaching and learning has been in the component of knowledge. Learners
were assumed to need a significant amount of knowledge before they could think seriously about a subject.
Unfortunately, in conventional classrooms, teaching rarely moved beyond the accumulation of knowledge,
leaving learners with a mental file cabinet full of facts, most of which were quickly forgotten after the final test.

Information

Information consists of organizing ideas, such as principles, generalizations, and details, such as
vocabulary terms and facts.

Mental Procedures

Mental procedures can range from complex processes, such as writing a research essay to simpler tasks
such as tactics, algorithms, and single rules.

Physical Procedures
Physical functions that were developed without formal education uses to negotiate daily life and to engage
in complex physical activities for work and for recreation.
As the name implies, the psychomotor domain is composed of physical procedures an individual uses to
negotiate daily life and to engage in complex physical activities for work and for recreation. Physical functions
that were developed without formal education.

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Processing Levels

1. Recovery or Retrieval - the activation and transfer of knowledge from permanent memory to working
memory.

2. Comprehension - data that are deposited in working memory via sensory memory are not stored in
permanent memory exactly as experience it must be translated into a structure and format that preserves
the key information

3. Analysis - the reasoned extension of knowledge; an individual elaborates on the knowledge as

comprehended.

4. Knowledge Utilization – Using accumulated knowledge to tackle problems, develop new products and
deal with unfamiliar situations.

5. Metacognition - responsible for monitoring, evaluating, and regulating the functioning of all other types
of thought.

6. Self-thinking system - interrelated arrangement of attitudes, believes and emotions.

- Determines whether an individual will engage in or disengage in a given task.

IV. SUMMARY

SOLO taxonomy provides a measure of cognitive learning outcomes or understanding of thinking. It can
be used across different subjects and types of assignments. Furthermore, the framework represents student
learning of diverse materials in stages of ascending structural complexity. Also, these stages exhibit a similar
sequence across tasks.
New taxonomy described three domains of knowledge: (1) information, (2) mental procedures, and (3)
psychomotor procedures. Whereas information is stored as propositional networks, mental and
psychomotor procedures are stored as production networks. The components within each of the three domains
are organized into two categories. The informational domain is subdivided into details and organizing ideas. The
domains of mental procedures and psychomotor procedures are organized into skills and processes.

V. REFERENCES

http://www.nwlink.com/~donclark/hrd/Bloom/SOLO_taxonomy.html

https://www.scribd.com/document/486866630/Prof-Ed-6-Assessment-in-Learning-1-pdf

https://www.iitms.co.in/blog/what-is-solo-taxonomy-important-and-
levels.html#:~:text=In%201982%2C%20Kevin%20Collis%20and,of%20subjects%20or%20performance%20ta
sks.

https://m.facebook.com/watch/?v=708230817209328

https://www.schoolnet.org.za/teach10/resources/dep/thinking_frameworks/marzano_new%20taxonomy_2.htm

https://www.researchgate.net/figure/Figure-1-Marzanos-Taxonomy-of-Educational-Objectives_fig1_248400457