Applying the Solo Taxonomy in Assessing and Fostering Students’ Mathematical Problem-Solving Abilities

Abstract

This paper examines how the Structure of the Observed Learning Outcomes (SOLO) taxonomy can influence assessment and instructional approaches in fostering students’ mathematical problem solving abilities. To answer this question, we employed a one-group pre- and post-test design involving 80 Grade 11 students from one intact class at a secondary school in Ndola district of Zambia. The test items administered on research participants followed the SOLO taxonomy response structure. On average, participants performed significantly better in the post-test (𝑀 = 53.75, 𝑆𝐸 = 2.34) compared to pre-test (𝑀 = 32.0, 𝑆𝐸 = 1.99), 𝑡 (79) = −9.796, 𝑝 < .05, 𝑟 = .74. Results further revealed that the SOLO taxonomy is a useful assessment tool in the sense that; (i) it provides direction on the needy areas of focus in responding to students’ mathematical learning difficulties, (ii) it gives an indication on the possibility of remedial work/lessons, and (iii) it can lead to some pedagogical changes aimed at addressing students’ learning difficulties. These results provide evidence of the usefulness of the SOLO taxonomy to influence assessment and instruction.