Front Cover	1
	Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome)	4
	Copyright Page	5
	Table of Contents	8
	Preface	12
	ACKNOWLEDGMENTS	13
	PART I: THE STRUCTURE OF THE OBSERVED LEARNING OUTCOME	16
	Chapter 1. The Evaluation of Learning:Quality and Quantity in Learning	18
	EVALUATING QUALITY VERSUS QUANTITY: AN EXAMPLE	19
	EVALUATION AND INSTRUCTION	21
	SUMMARY AND CONCLUSIONS	29
	Chapter 2. Origin and Description of The SOLO Taxonomy	32
	GENERAL INTELLECTUAL DEVELOPMENT ANDTHE GROWTH OF QUALITY	32
	THE PIAGETIAN STAGES OF DEVELOPMENT	33
	SOME ASSUMPTIONS AND APPLICATIONS OF STAGE THEORY	35
	FROM DEVELOPMENTAL STAGE TO LEVELS OFLEARNING QUALITY	36
	DESCRIPTION OF The SOLO Taxonomy	38
	A PARADIGM FOR OBTAINING SOLO RESPONSES	44
	SUMMARY AND CONCLUSIONS	45
	PART II: APPLYING THE TAXONOMY TO VARIOUS TEACHING SUBJECTS	48
	Chapter 3. History	50
	THE GENERAL APPLICATION OF SOLO TO HISTORY	50
	SUITABILITY OF ITEMS	67
	IMPLICATIONS FOR THE TEACHING OF HISTORY	67
	SUMMARY AND CONCLUSIONS	74
	Chapter 4. Elementary Mathematics	76
	NUMBERS AND OPERATIONS	77
	IMPLICATIONS FOR THE TEACHING OF MATHEMATICS	101
	SUMMARY AND CONCLUSIONS	107
	Chapter 5. English	110
	APPRECIATION OF POETRY	110
	READING	119
	CREATIVE WRITING	123
	IMPLICATIONS FOR THE TEACHING OF ENGLISH	137
	Chapter 6. Geography	140
	INTERPRETING A MAP AND DRAWING CONCLUSIONS	141
	ACCOUNTING FOR CHANGE IN AREAL CHARACTERISTICSFROM A WRITTEN DESCRIPTION	145
	EXPLAINING NATURAL PHENOMENA	148
	DRAWING CONCLUSIONS FROM A PICTURE OF AN AREA	150
	FURTHER RESEARCH IN GEOGRAPHY AND SOCIAL SCIENCE EDUCATION AND SOLO	152
	IMPLICATIONS FOR THE TEACHING OF GEOGRAPHY	156
	Chapter 7.Modern Languages	160
	TRANSLATION FROM FRENCH TO ENGLISH	160
	FORMING RULES FROM SPECIFIC INSTANCES	164
	IMPLICATIONS FOR THE TEACHING OF FOREIGN LANGUAGES	166
	SUMMARY OF SOME RELATED RESEARCH FINDINGS	170
	SUMMARY AND CONCLUSIONS	174
	PART III:GENERAL EDUCATIONAL IMPLICATIONS	176
	Chapter 8. The Place of the Taxonomy in Instructional Design	178
	TEACHER INTENTIONS	178
	CURRICULUM ANALYSIS	180
	INSTRUCTIONAL PROCESSES	187
	EVALUATION	191
	REMEDIATION	195
	SUMMARY AND CONCLUSIONS	196
	PART IV: FURTHER ISSUES: METHODOLOGICAL ASPECTS OF The SOLO Taxonomy AND IMPLICATIONS FOR PSYCHOLOGICAL AND EDUCATIONAL THEORY	198
	Chapter 9. Some Methodological Considerations	200
	RELIABILITY	201
	VALIDITY	204
	PROCESSES USED IN ARRIVING AT VARIOUS SOLO LEVELS	207
	ALTERNATIVE FORMATS FOR OBTAINING SOLO RESPONSES	216
	SUMMARY AND CONCLUSIONS	219
	Chapter 10. Implications for Psychological Theory from Relational to Extended Abstract	222
	DEVELOPMENT STAGE	222
	LEARNING CYCLES	229
	APPLICATIONS TO OTHER AREAS OF PSYCHOLOGY	241
	GENERAL SUMMARY AND CONCLUSIONS	248
	References	252
	Subject Index	258
	EDUCATIONAL PSYCHOLOGY	262