Structure of Observed Learning Outcome Based Assessment (SOLO-based Assessment) and Algebra Competence of Learners

Author(s)	Mr. VERNON BONGANAY ROMANILLOS, Mr. JESUS REGACHO
Country	Philippines
Abstract	This study examined the relationship between teachers' utilization of SOLO-based assessment and the algebra competence of Grade 9 learners at Gainza National High School for the school year 2025-2026. Using a quantitative descriptive-correlation design, data were collected from 100 students through a validated questionnaire and a teacher-made test. Findings show that although teachers consistently apply SOLO-based assessment in terms of structure, sequencing, and cross-subject integration, its influence on learners’ algebra competence is statistically significant but weak, suggesting the presence of other contributing factors. Results further indicate the need to strengthen instructional and assessment practices to promote deeper conceptual understanding and higher-order thinking skills. Consequently, a SOLO-based lesson guide was developed using the ADDIE model to enhance assessment design, instructional delivery, and learners’ algebra competencies.
Keywords	SOLO Taxonomy, Assessment Utilization, Algebra Competence, Quadratic Equations, Quadratic Functions
Field	Mathematics
Published In	Volume 17, Issue 2, April-June 2026
Published On	2026-04-19

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