Enhancing Learning Outcomes: A Structure of Observed Learning Outcomes (SOLO) Taxonomy-Based Assessment Approach in Mathematics 7 in a Tri-People Dominated High School

Aim: Global perspectives on educational assessment were evolving due to modern ideas about the purpose and substance of education: new forms and technologies were being introduced and the purposes and functions of assessment were being enlarged.This study sought how a Structure of Observed Learning Outcomes (SOLO) Taxonomy-based assessment approach affected the learning outcomes of Grade 7 students that comprises Teduray, Muslims and Christians.Methodology: Students were separated into two groups using a descriptive, comparative, and correlational design: the experimental group (SOLO Taxonomy-Based assessment) and the control group (Bloom's Taxonomy).The lottery method was used to pick students at random.Data were collected using the two-group pretest-posttest design, and statistical methods such as the mean, standard deviation, percentage, and analysis of covariance were used for analysis.Results: Results indicated high validity and student acceptability of the developed SOLO Taxonomy-based assessment tool.While both groups showed learning gains, the experimental group demonstrated significantly greater improvement in mathematics performance compared to the control group.Although user satisfaction and acceptability were important for the successful implementation of educational tools, they do not necessarily translate into better academic outcomes. Conclusion:The assessment tool's outstanding qualities were determined to be a significant and successful intervention in raising students' learning performance.Therefore, it is advised that it be incorporated into the teaching process in the classroom.