The learner can make a number of connections, but the significance of the whole is not understood. Ideas and concepts around a topic are not connected. The learner’s response demonstrates a concrete understanding of the topic, but it only focuses on one relevant aspect.Īt 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. They are able to make simple and obvious connections, but the broader significance of the information is not understood.
UnistructuralĪt this level, the learner has only a basic concept about the subject or task. The learner’s response shows they have missed the point of the information. The learner does not understood the information, therefore, cannot demonstrate understanding. It has no organization and does not make sense to them. Levels of Understanding Explained PrestructuralĪt this level, the learner is simply acquiring bits of unconnected information.
- Extended Abstract: Knowledge is generalized into a new domain.
- Relational: Aspects of knowledge are integrated into a structure.
- Multistructural: Several relevant independent aspects are known.
- Unistructural: One relevant aspect is known.
- Prestructural: Incompetent – nothing known about the subject or task.
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The SOLO model consists of the following five hierarchical levels of understanding that range from incompetence to expertise. to create and evaluate learning programsįive Hierarchical Levels of Understanding.to increase quality and complexity of thought.It is hierarchal and each stage involves the previous and adds something to it. The SOLO Taxonomy is divided into five levels of understanding. Their model describes levels of increasing complexity in a learner’s understanding of subjects or performance tasks.
Through their work, Biggs and Collis looked at the Structure of the Observed Learning Outcomes produced by learners in terms of complexity. Structure of the Observed Learning Outcomes