student learning objectives: process for developing slos developed by pamela paek and jeri thompson,...
TRANSCRIPT
Student Learning Objectives:
Process for Developing SLOs
Developed by Pamela Paek and Jeri Thompson, Center for Assessment
AgendaTime Agenda Item
9:00-9:30 am Overview of SLOs
9:30-10:30 am
Introduction to SLO templateLearning Goals
10:30-10:45 am Break
10:45-12:00 pm
Assessments & Targets
12:00-12:30 pm Lunch
12:30-1:30 pm Rubric
1:30-1:45 pm Break
1:45-2:45 pm Analysis and Revisions of Example SLO
2:45-3:00 pm Closure/Evaluation
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Presentation Objectives Understand the process of creating SLOs
Defining learning goals in an SLO Understanding the use of assessments in
SLOs Defining and understanding targets
Understand and successfully use the SLO Template
Understand and successfully use the SLO Rubric for evaluating the different aspects of the SLO template
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Template: Page 1 Teacher Information
Teacher Name School Name District Name
Course/Grade Level Information Course Name Brief Course Description Grade Level(s)
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Template: Page 1 Process, Implementation Timeline, and Sign-Offs List the names and current job positions
of those developing this SLO. Administrator Name and Title Administrator sign-off of initial SLO Date final SLO is due for teaching
effectiveness rating
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Learning Goal Definition a description of what students will be
able to do at the end of the course/grade
based on the intended standards and curriculum that are being taught and learned
as close to the individual student as possible, allowing for a variation based on the current achievement levels of individual or groups of students
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Template: Learning Goal Which big idea is supported by the learning
goal? Which content standards are associated with
this big idea? List all standards that apply, including the text of the standards (not just the code).
Why is this learning goal important and meaningful for students to learn?
In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards or big idea being measured?
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Template: Learning Goal Describe the instruction and strategies you
will use to teach this learning goal. Be specific to the different aspects of the learning goal.
Identify the time span for teaching the learning goal (e.g., daily class-45 minutes for the entire school year).
Explain how this time span is appropriate and sufficient for teaching the learning goal.
Describe the learning goal that includes and aligns to the planning information.
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The “SMART” Approach Specific: The learning goal is focused, for example,
by content standards; by learners’ needs. Measurable: An appropriate instrument/measure is
selected to assess the learning goal . Appropriate: The learning goal is within the
teacher’s control to effect change and is a worthwhile focus for the students’ academic year.
Realistic: The learning goal is feasible for the teacher.
Time limited: The learning goal is contained within a single school year or appropriate unit of time.
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Specific The learning goal is focused, for
example, by content standards; by learners’ needs.
Goldilocks Dilemma: Too broad difficult to measure well. Too narrow too discrete and piecemeal.
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What is “just right?”
(Addressed by “big idea” and “content standards” in the template)
Measureable An appropriate instrument/measure
is selected to assess the learning goal (assessment).
It is critical that we find valid assessments to measure the degree to which students achieve the learning goals. (Addressed in the Assessments section with
high quality assessments that support and measure the learning goal. )
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Appropriate The learning goal
is within the teacher’s control to effect change and is a worthwhile focus for the students’ academic year.
must be designed in ways that the teacher feels like they have a fair chance to succeed
should be ambitious enough to require high quality teaching to achieve.
(Addresses “important and meaningful” and “deep understanding” in the template)
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Realistic The learning goal is feasible for the
teacher to teach. While ambitious, the learning goals
must be achievable, not just for the extraordinary teacher, but also for most effective teachers.
(Addresses the “instruction and strategies” and “time span” pieces of the template)
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Time Limited The learning goal is contained within
a single school year or appropriate unit of time.
The learning goal must be written so they can be summatively evaluated within the time under the teacher’s control.
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(Addresses the two “time span” pieces of the template)
Learning Goal Summary Using the planning information and the
SMART format, the learning goal should now be the right size, detail, and depth, and be teachable within the time frame allotted.
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Explaining the learning goal with enough specificity is critical to writing a solid SLO. It’s the foundation that everything else is built on.
Questions?
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Social Studies Example: Learning Goal
Describe the learning goal for this SLO.
Students will independently use primary and secondary sources to explain, generalize, connect, and/or form an argument based on historical and contemporary issues related to civics and government.
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Social Studies Example: Big Idea
Which big idea is to be measured by the learning goal? Demonstrating an understanding of civics and government, including the purpose and functions of politics and government, the establishment of the United States government, the role of individuals and groups in a civic society, and the interconnectedness of the political, social, cultural, and environment of nations and states.
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Social Studies Example: Standards
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Which content standards are associated with this big idea?State Social Studies Standards:Standard 1 – Students will understand the significance and impact of the Constitution on everyday life.Standard 2 – Students will understand the protections and privileges of individuals and groups in the United States.Standard 3 – Students will understand the distribution of power among the national, state, and local governments in the United States federal system, or compound constitutional republic.Standard 4 – Students will understand the responsibilities of citizens in the United States.
Common Core State Standards for Literacy in History/Social Studies
Social Studies Example: Important
Why is this learning goal important and meaningful for students to learn?It is critical for students to be able to read and comprehend primary and secondary sources in social studies in order to be college and career ready. Specifically, students should understand the types of evidence used in history sources, including domain-specific words and phrases, descriptions of events, concepts, and arguments that are analyzed from various sources. Students must be able to read complex informational texts in social studies with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. Additionally, in order for students to be contributors to society, they must understand the structure of a democratic government and how they can contribute to and positively impact society. 20
Social Studies Example: Deep Learning
In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards or big idea being measured? Analyzing multiple sources of texts and citing evidence requires strategic thinking and reasoning and/or extended thinking. Given the combination of these higher level thinking skills, this learning goal measures a high depth of knowledge (DOK), with a DOK level 3 or 4. * For more information about DOK, see http://www.nciea.org/publications/cognitiverigorpaper_KH11.pdf
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Social Studies Example: Instruction
Describe the instruction and strategies you will use to teach this learning goal.The use of a civics and government high school textbook, primary sources and news articles are used as text resources, along with multi-media resources. Direct instruction on understanding the essential social studies’ civics and government ideas and concepts will take place on a daily basis. Instruction also includes modeling and scaffolding the application of the essential ideas in authentic situations presented as prompts. This includes completing graphic organizers and constructing informational argument writing on government and civics topics. 22
Social Studies Example: Time Span
Identify the time span for teaching the learning goal (e.g., daily class-45 minutes for the entire school year). Students in grade 12 are engaged in civics and government instruction for 1 hour a day, 5 days a week for an entire school year. Instruction on constructing informational and argument writing is interwoven into this time period, approximately two times per month.
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Social Studies Example: Time Span
Explain how this time span is appropriate and sufficient for teaching the learning goal. By grade 12, students have had multiple opportunities to read and demonstrate understanding of complex historical text as well as to write informational and argument writing. In addition to learning civics and government concepts, students will have opportunities to practice and refine these reading and writing skills during this course. Since not all of the civics and government standards for this course are included in this learning goal, the amount of time designated to this learning goal is appropriate and sufficient.
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Social Studies Example: SMART Review
Use the SMART protocol to confirm that the Learning Goal has the right size, detail, and depth necessary. Check the boxes that apply.
The Learning Goal is: Specific –focused on the big idea and content standards. Measurable – able to be appropriately and adequately assessed (note the Assessments section will identify the specific assessment to be used). Appropriate – within the teacher’s control to effect change and is important, meaningful for students to learn during the identified time span. Realistic – while ambitious, it is achievable for both teachers and students, during the time span identified. Time Limited – can be summatively evaluated within the time under the teacher’s control.
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15 Minute Break
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Assessment Definition Assessments should be:
standards-based designed to best measure the knowledge and
skills found in the learning goal accompanied by clear criteria or rubrics to
determine student learning from the assessment
high quality measures used to evaluate the degree to which students achieved the developed learning goals
Assessments should be used to support and measure the learning goal. Not vice versa.
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Template: Assessment Describe the assessments (such as
performance tasks and their corresponding rubrics) that measure students’ understanding of the learning goal.
Assessments and rubrics need to be established as high quality, such as through the High Quality Assessment Review Tool: Is the assessment clearly aligned to the identified big idea
and standards? Does the assessment engage students appropriately
considering both Depth-of-Knowledge and difficulty? Will the scoring tool allow for different scorers to reach the
same score? Is the assessment fair and unbiased?
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Social Studies Example: Assessment
Describe the assessments (such as performance tasks and their corresponding rubrics) that measure students’ understanding of the learning goal. Assessments and rubrics need to be established as high quality, such as through the High Quality Assessment Review Tool.A variety of common performance tasks were developed by the district Social Studies curriculum department and are in a bank of approved assessment prompts that can be used to measure student success. All tasks have been validated through the Assessment Review Tool. These tasks are aligned to the Social Studies state standards and the Common Core reading and writing standards. An example of an assessment and the Assessment Review Tool are attached.
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Social Studies Example: Scoring
Explain how student performance is defined and scored using the assessments. Include the specific rubric and/or scoring criteria to be used. The use of a school-wide analytical 4-point argumentative writing rubric will be used to score student responses. This rubric was created by a Social Studies committee formed by the district level Social Studies curriculum department and was validated through the rubric section of the Assessment Review Tool.
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Social Studies Example: Data Collect
How often will you collect data to monitor student progress toward this learning goal? Within the second quarter and throughout the remainder of the school year, students will have monthly opportunities to demonstrate their ability to use various identified texts (primary and secondary sources) to respond to informal and formal teacher developed prompts requiring them to form an argument regarding a civic/government concept. At least three times during the year students will respond to a prompt on a formal assessment.
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Social Studies Example: Monitor Progress
How will you use this information to monitor student progress and to differentiate instruction for all students toward this learning goal?
Student work, both informal and formal, will be analyzed for ability to demonstrate each of the criteria on the rubric, including the ability to identify relevant content evidence. Students who are struggling readers and writers will have assistance with reading sources. A variety of levels of sources will be used to engage struggling readers. A variety of graphic organizers will be used to help students capture their thoughts prior to answering the assessment prompts. Students struggling with key social studies concepts will work with the teacher and/or peers in small groups or will have individual instruction that may include the use of organizers as a means of recording key information needed to respond to the question. Advanced students will have opportunities to research, read, and analyze complex texts with greater independence as well as consider the information in extended self-generated questions. 32
Targets Definition Identify the expected outcome by the end
of the instructional period. May differ for subgroups of students. There are two key components of the
targets associated with SLO: End Goal: What performance demonstrates that
students met the learning goal using your assessments?
Starting Level: If we expect all students to all achieve the same end goal, then we can skip this step, but more likely there will be some differentiation of goals.
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Social Studies Example: Establishing
Describe the courses, assessments, and/or experiences used to establish starting points and expected outcomes for students’ understanding of the learning goal. Based upon a review of the students prior social studies course grades (9th grade-World History and Geography, 10th grade-American Studies, 11th grade social studies course), 11th grade reading and writing state test scores, and a school writing portfolio which contains district developed performance assessments that are scored using the district argument rubric, students have been placed in high, average, and low performing groups for the SLO targets. 34
Template: Targets Using prior performance, classify
students into “performance” groups Different levels of achievement (e.g.,
basic, proficient) Different proportions of students reaching
the same target (e.g., 80% of Level 3 students will achieve target)
SLO targets would then be differentiated according to the students’ starting group.
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Social Studies Example: Starting Points
Identify the actual performance (e.g., grades, test scores, etc.) to establish starting point for students. 35% of the students
• were below proficiency in reading and writing on their grade 11 state test
• received Ds and Fs in their 11th grade English and social studies courses (similar performance in 9th and 10th)
• includes students with disabilities • Includes English Language Learners (ELL)
Using this prior performance information, this group of students is placed in the low performing level.
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Social Studies Example: Starting Points
LevelStarting # of
Students
Low 21
Average 33
High 6
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Template: Targets Expected Targets: Using students’
starting points, identify the number or percentage of students expected at each achievement level based on their assessment performance(s). Be sure to include any appropriate subgroups.
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Using students’ starting points, identify the … expectedBased on the argumentative writing rubric scores for
• teacher created tasks• three (3) formal performance tasks
•Expected targets are NOT an average of scores, it’s demonstrated consistent improvement over time in the criteria of the rubric. •expected target based on each of the criteria in the rubric
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Social Studies Example: Expected Targets
Using students’ starting points, identify the … expected
Using the different rubric criteria, students with scores:
• below or nearing proficient = low performing group
• mainly proficient = average performing group
• mainly advanced = high performing group
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Social Studies Example: Expected Targets
Social Studies Example: Expected Targets (Low)
Level
Starting # of Studen
ts
Expected # of
Students
Low 21 5Averag
e33 16
High 6
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Social Studies Example: Expected Targets (Average)
Level
Starting # of Studen
ts
Expected # of
Students
Low 21 5Averag
e 331630
High6
3
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Social Studies Example: Expected Targets (High)
Level
Starting # of Studen
ts
Expected # of
Students
Low 21 5Averag
e 331630
High6
36
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Identify your expected targets below and explain how these targets demonstrate ambitious, yet realistic goals, for measuring students’ understanding of the learning goal.• These targets are ambitious and realistic • Several of the struggling students are scoring as
nearing proficiency on the state assessment in 11th grade.
• With the differentiated instruction, these students will be able to become proficient.
• Students significantly below proficient progress at least one level on the rubric (e.g., novice to apprentice, or novice to proficient).
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Social Studies Example: Expected Targets
Template: Targets Actual Outcomes: Record the actual number or percentage of students who achieved the targets. Be sure to include any appropriate subgroups.
Please provide any comments you wish to include about actual outcomes
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Actual Performance
Level
Starting # of Studen
ts
Expected # of
Students
Actual # of
Students
Low 21 5 6Averag
e33 46 49
High 6 9 5
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Template: Teacher RatingsBased on the actual versus expected targets: Does Not Meet: Based on the students’ starting points, students performed worse than expected. Meets: Based on the students’ starting points, students performed as expected. Exceeds: Based on the students’ starting points, students performed better than expected.
Administrator commentsAdministrator and Teacher Signature
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Social Studies Example:
Teacher Ratings: Based on the results of the learning goal, assessments/tasks, and targets of this SLO, a teacher rating is noted below. Meets
Based on the students’ starting points, students performed as expected.
Administrator comments:Students demonstrated some improvement in this course; however anticipated targets were not met. In addition several students moved to a lower level than where they began.
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Questions?
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30 Minute Lunch Break
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Rubric: Rating the Quality of SLOs
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Acceptable
Needs Improveme
ntUnacceptable
Learning Goal
Assessments
Targets
For an SLO to be used for teacher ratings, all three aspects of the rubric must meet the “acceptable” rating.
Rubric: Learning Goal Reviewing the Learning Goal row of the
rubric, highlight or underline the words and phrases that help you differentiate the three levels of ratings:
What are the differences between and Acceptable and Needs Improvement?
What are the differences between Needs Improvement and Unacceptable?
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Learning Goal Example Review this example and use the rubric to
help rate the quality of this section. How would you rate the different aspects
of the learning goals? Where do you and your table disagree? Discuss the different ratings within your
group. What evidence did you use to come to
your ratings? How would you raise the quality of the
learning goal?53
Rubric: Assessment Reviewing the Assessment row of the
rubric, highlight or underline the words and phrases that help you differentiate the three levels of ratings:
What are the differences between and Acceptable and Needs Improvement?
What are the differences between Needs Improvement and Unacceptable?
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Assessment Example Review this example and use the
rubric to help rate the quality of this section.
How would you rate the different aspects of the assessment? Where do you and your table disagree? Discuss the different ratings within your
group. What evidence did you use to come
to your ratings?
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Rubric: Targets Reviewing the Targets row of the rubric,
highlight or underline the words and phrases that help you differentiate the three levels of ratings:
What are the differences between and Acceptable and Needs Improvement?
What are the differences between Needs Improvement and Unacceptable?
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Targets Example Review this example and use the rubric to
help rate the quality of this section. How would you rate the different aspects of
the targets? Where do you and your table disagree? Discuss the different ratings within your group.
What evidence did you use to come to your ratings?
What about the teacher’s rating? Do you agree with this categorization? Why or why not?
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Discuss Ratings Let’s see what the overall ratings
were by table for each of these sections.
What do you think about the rating of this example for the Learning Goal section? Assessment section? Targets section?
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Annotations An annotated version of this Social
Studies SLO details the comments to justify the ratings it received.
Review your ratings and comments against these annotations that lists the issues we raised.
What changes did you find that were not addressed in this document? What ones were on this document that you did not include?
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Questions?
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ELA Example Review this new example and use the rubric to
help rate the quality of the Learning Goal, Assessments, and Targets
Review the teacher ratings based on their expected versus actual targets.
What evidence did you use to come to your ratings?
How would you raise the quality of each section?
Make edits directly onto the document in how you would change the language to improve the clarity of this section.
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15 Minute Break
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ELA Example: Check In Review your ratings and comments
against the Annotated sheet that lists the issues we raised.
What changes did you find that were not addressed in this document? What ones were on this document that you did not include?
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Writing an SLO
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Thank you!
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Please go to http://www.nciea.org for access to more resources in our SLO Toolkit. We will be updating it regularly.