The learning of different school subjects (history, English, poetry appreciation, creative writing, reading, elementary school mathematics, geography, and modern languages) can be evaluated qualitatively, using the Structure of the Observed Learning Outcome (SOLO) Taxonomy. The taxonomy is structured into five major levels, with transitional responses sometimes identifiable between levels: (1) pre-structural; (2) uni-structural; (3) multi-structural; (4) relational; and (5) extended abstract. These hierarchical levels reflect the quality of learning of a particular episode or task. This taxonomy is particulary well-suited to the receptive learning of a finite display of information (for content analysis, such as a prose passage) or of a complex set of skills (for process analysis, such as mathematical problem solving). (Several implications for curriculum, instruction, and evaluation are discussed.) (Author/GDC)