1

Student Learning Objectives (SLOs) for CTE Educators

-Career and Technical Education-

2

Goal• Design ● Build ● Review student learning objectives

(SLOs) for use in guiding instruction and in determining student mastery and growth as part of an educator effectiveness system.

Objectives• Participants will:

1. Review each phase of the student learning objectives (SLO) process, including the available resources within each component.

2. Examine the role of high-quality performance measures.

Orientation

3

Online Resources

Homeroom is RIA’s web-based learning platform containing: • Online training materials, including web-

based forms for each template in the process.• Downloadable student learning objective

(SLO) training files, except for the videos.

4

Integrated SLO Training

Training Phases

Building SLOs

Designing SLOs

SLO Process

Reviewing SLOs

Assessment Literacy

Process via Quick Start

5

Design Coherency

GOAL STATEMENT

SLO RATING

OBJECTIVES

PERFORMANCE MEASURES & TARGETS

ALL STUDENTSFOCUSED

STUDENTS

6

Student Learning Objective (SLO)• An indicator of educator effectiveness based

on student achievement of Targeted Content Standards

Assessment Literacy• The skills, knowledge, and concepts

associated with sound assessment practices, including the critical review of quality evidence

Terminology

7

Performance Measure• A tool to measure a student’s mastery (or

improvement) of the skills, knowledge, and concepts that the Targeted Content Standards address

Performance Target• A statement of the expected level of

achievement on each performance measure

Terminology (cont.)

8

SLO Process Components

9

Guiding PrinciplesStudent Learning Objectives (SLOs) should:

1. Represent student performance in a specific course or subject area taught by the educator.

2. Align to a set of Targeted Content Standards that represent the depth and breadth of the Goal Statement.

3. Contain results from high-quality performance measures collected in an equitable, verifiable, and standard manner.

10

Guiding Principles (cont.)

SLOs should:4. Use metrics based on two time-bound events

or data collection periods or on summative performance measures with defined levels of achievement.

5. Include performance targets linked to performance measures.

11

The student learning objective (SLO) process includes three phases: • Design(ing): think, organize, discuss, research• Build(ing): select, develop, complete, share • Review(ing): check, refine, edit, update, test

The SLO process contains five procedural steps “nested” within the three phases

SLO Process Phases

12

Student Learning Objectives

Designing the SLO

13

Participants will:

1. Compose a Goal Statement.

2. Develop Targeted Content Standards.

3. Create a Blueprint.

Design Objectives

14

STEP 1

Goal Statement

15

Definition:• A narrative that articulates the key concept

which the student learning objective (SLO) is based

Characteristics:• Central to the course/subject area• A foundational concept needed for future,

more advanced learning

What is a Goal Statement?

16

Addresses at least three key elements:• WHAT part of the content standards

is being reflected in the key concept?• WHY is the key concept a central

idea or controlling theme?• HOW do the skills and knowledge

support future, more advanced learning?

Goal Statement

17

STEP 2Targeted Content

Standards

18

Targeted Content Standards

Choosing Targeted Content Standards means:• Identifying within the content area the

standards that represent the key concept or enduring understanding.

• Selecting certain content standards for use with the performance measure being developed.

19

Guiding Questions• ENDURANCE–Will this standard provide

students with knowledge and skills of value beyond a single test date?

• LEVERAGE–Will this standard provide knowledge and skills of value in multiple disciplines?

• READINESS FOR THE NEXT LEVEL–Will this standard provide students with the essential knowledge and skills necessary for success in the next level of instruction?

20

STEP 3Blueprint

21

What is a Blueprint?

A design tool that:• Aids in the SLO design process.• Visually depicts the relationship

among key SLO elements.• Aligns the technical components

that serve as the foundation for creating the student learning objectives.

22

Blueprint: Basic Elements• Goal Statement–A narrative statement used to

articulate a key concept upon which the student learning objective (SLO) is based.

• Content–Targeted Content Standards (the foundation of performance measures) used to develop the SLO.

• Objectives–Specific, measurable performance indicators that are both achievable and relevant (given a reasonable time frame).

• Performance Measure–A tool used to measure a student’s mastery of the Targeted Content Standards skills, knowledge, and concepts

23

Student Learning Objectives

Building the SLO

24

Build Phase Components

BuildPreview

SLO Form & Help Desk

Context

Goal

Objectives

Performance Measures

25

STEP 4SLO Form

26

SLO Form Preview1. Examine each of the sections.

A. What information is needed?

B. Who is the SLO focused on?

2. Compare the details across the three (3) HandoutsA. Handout #1- Delaware’s Growth

Goals

B. Handout #2- Pennsylvania's Student

Learning Objective

C. Handout #3- Louisiana’s Student

Learning Target

27

STEP 4bPerformance Task

Organizer

* Note* Use only when performance tasks (e.g., project, portfolio) are part of the assessment tools in Section IV.

28

• Outlines an extended performance task.• Links directly to the student learning

objective (SLO).• Forms a basis for developing detailed

assessment documents.• Provides details on administration, the

student task, and scoring.

Performance Task Organizer

29

Student Learning Objectives

Reviewing the SLO

30

Participants will:

Conduct a multi-faceted, quality assurance (QA) review of the SLO for:

1. Completeness2. Comprehensiveness (see Quick

Start Training Module*)3. Coherency

*Note* All performance measures must be of high quality and rigorous.

Review Phase Objectives

31

• Check the drafted SLO (including the performance measures) for quality.

• Refine the measures and targets.• Edit the text and prepare discussion points and

highlights for the principal.• Update the completed SLO with performance

data.

REVIEW Phase

32

STEP 5

Quality Assurance

33

SLO Checklist

Task ID Descriptor

“Meets Criteria”

“Needs Adjustment

s”

1.1 Section 1 context data are complete. A course/subject service is identified along with those students included in the SLO results.

1.2Section 2 goal statement articulates a key concept under which the targeted standards are directly aligned. A rationale is provided that supports the selected goal.

1.3Section 3 objectives are listed for those students/clients identified in Section 1. These objectives reflect the performance standard for each assessment (i.e., performance measures) identified in Section 4.

1.4Section 4 performance measures are identified along with their type, metric, administrative, and scoring procedures. Each performance measure has a corresponding objective in Section 3.

1.5The Section 4 ratings have numeric values representing actual student achievement. Data are based upon results from those performance measures articulated in Section 4. The SLO Form is signed and dated.

Part I: Completeness (Ensuring the SLO Form is completed correctly)

34

SLO Checklist (cont.)Part II: Comprehensiveness (Ensuring the performance measures have basic technical features)

Task ID Descriptor

“Meets Criteria

”

“Needs Adjustme

nts”

2.1

Performance measures are based upon targeted content standards representing a range of knowledge and skills. The performance measures are rigorous (designed to measure a range of higher-order thinking skills at developmentally appropriate levels) and of sufficient length/design to measure the depth of the standards.

2.2

Performance measures are reviewed in terms of: (a) alignment to the targeted content standards, (b) content accuracy, (c) developmental appropriateness, (d) cognitive demand, and (e) bias, sensitivity, and fairness.

2.3

Administrative guidelines contain the step-by-step procedures used to administer the performance measures, including narratives to communicate directions to students, establish time constraints, and provide appropriate accommodations. Scoring guidelines, answer keys, and exemplars are available for different item/task types.

2.4

Performance measures have score validity evidence that has demonstrated item responses were consistent with content specifications. Data suggest the scores represent the intended construct, rather than exogenous factors (e.g., gender, race, etc.). Alignment evidence is collected and reviewed.

2.5

Performance measures have reliability data, which includes estimating internal consistency. Standard errors are reported for summary scores. When applicable, other reliability statistics such as rater reliabilities are calculated.

35

SLO Checklist (cont.)Part III: Coherency (Ensuring the SLO components support the identified goal)

Task ID Descriptor “Meets

Criteria”

“Needs Adjustment

s”

3.1A blueprint or another design document illustrates the relationships among SLO components (i.e., goal statement, targeted content standards, objectives, performance measures, and overall teacher rating).

3.2

All performance measures have been examined to determine that they are aligned to the identified key concept. The measures are technically sound (i.e., reliable, valid, and fair) and appropriately aligned to the targeted content standards.

3.3Objectives are specific, measureable, challenging (yet attainable), time-bound and linked directly to performance measures.

3.4Performance expectations align with the targeted standards in Section 2 and the achievement/support objectives articulated in Section 3.

3.5Performance data represents the performance of those students/clients identified in Section 1.

36

SummarySLO Review Phase:• Applied a set of quality assurance criteria to

ensure that the student learning objective, along with its applicable performance measures, was complete, comprehensive, and coherent (i.e., “high quality”).

• Identified areas of improvement for subsequent SLO refinement.