Student Learning Objectives: Concepts and Application INSTITUTE DAY FEBRUARY 27, 2015.

Student Learning Objectives: Concepts and ApplicationINSTITUTE DAY

FEBRUARY 27, 2015

Agenda

Define Student Growth and SLOs

Review Student Growth Timeline

Relationship Between Standards, Big Ideas and SLOs

Development of SLO Assessment

Q&A

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Outcomes

•Deepen Understanding of Student Growth•Collaborative or Individual Development of SLOs•Practice Preparing Assessment

Student growth means a demonstrable change in a student’s or group of students’ knowledge or skills as evidenced by gain on two or more assessments, between two or more points in time.

Student Growth Definition

Student Growth Timeline

2012-2013Formation of Student Growth Committee

2013-2014Reviewed Assessment Types and Growth Models

2014-2015Emphasis on SLO Professional Development for Staff and Piloting

2015-2016Second SLO Pilot Year and Selection of Additional Assessment

2016-2017Growth Model Fully Implemented, Including a Contribution to the Overall Evaluation

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Student Learning Objective (SLO)

A Student Learning Objective is a detailed process used to organize evidence of student growth over a specified period of time.

SLOs provide an opportunity to…

◦ Set meaningful learning goals;◦ Align curriculum and instruction;◦ Engage students in meaningful assessment; and◦ Monitor student growth using multiple measures of student learning over

time.

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Steps to Creating an SLO- “ThinkSheet”

1.Identify Population and Purpose2.Identify and Define Learning Expectations3.Identify Instructional Strategies4.Consider an Assessment Design5.Prepare an Assessment

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Identify Population and Purpose•Population is important because it indicates the students who will take the pre and post assessments. oWho are the students being assessed?oWhat are the students’ strengths and weaknesses?

•This is an assessment of learning that will offer an opportunity to gauge (population) students’ knowledge of (topic of assessment) and allow for measurement of content covered over (period of instruction).

oThis is an assessment of learning that will offer an opportunity to gauge fifth-grade students’ knowledge of the musical scales and will cover content presented during the first four months of the school year.

oThis is an assessment of learning that will offer an opportunity for tenth- through twelfth-grade students to demonstrate the knowledge and skills acquired over the course of the first semester of Advanced Automotive Mechanics class.

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Now You Try

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1.Identify Population and Purpose2.Identify and Define Learning Objectives3.Identify Instructional Strategies4.Consider an Assessment Design 5.Prepare an Assessment

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Learning Objectives A learning objective is a description of what students will be able to do at the end of a specified period of time aligned to appropriate learning standards.

The development of a learning objective provides a solid foundation for meaningful, goal directed instruction and assessment.

The learning objective may include one big idea/essential understanding that integrates multiple content standards and links units of instruction together.

The big idea/essential understanding chosen should be representative of the most important learning and typical student growth in a specific content area, grade level, or classroom.

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Big Idea or Essential Understanding• emphasize the common characteristics of a

unifying concept;• are a concise statement, principle, or

generalization;• promote in-depth understanding; and• apply across disciplines.

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Does the Big Idea/Essential Understanding…

•apply to more than one discipline?•stand the test of time?•apply to the students’ lives?•matter outside of the classroom?•promote in-depth understanding?•reflect a concise statement, principle, theory, or generalization?•require deep thinking?

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Big Idea Examples and Non-Examples

Examples• Price is a function of supply and demand.

• Healthy nutritional practices influence all aspects of our lives.

• All life is interrelated as evidenced by the differences and similarities among species.

• Relationships exist in all disciplines.

Non-Examples• Gas prices fluctuate with the availability of oil.

• Fruits and vegetables contain essential vitamins.

• Whales and humans are both warm blooded; salamanders and sharks are both cold blooded.

• Relationships between qualities can be represented by graphs, tables and equations.

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Standard Big Idea Learning Objective

Standard Big Idea Learning ObjectiveKindergarten StandardUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Mathematical operations are used in solving problems in which a new value is produced from one or more values.

Students will develop appropriate mathematical models to solve authentic math tasks requiring addition and subtraction .

Third Grade StandardRepresent and solve problems involving multiplication and division.


Students will develop appropriate mathematical models to solve authentic math tasks requiring multiplication and division.

Eighth Grade StandardAnalyze and solve linear equations and pairs of simultaneous linear equations.

Algebraic expressions and equations are used to model real-life problems and represent quantitative relationships, so that the numbers and symbols can be mindfully manipulated to reach a solution or make sense of the quantitative relationships.

Students will develop appropriate mathematical models that represent quantitative relationships in order to solve real-life problems.

High School StandardSolve systems of equations.

There is often an optimal method of manipulating equations and inequalities to solve a mathematical problem; however, other methods; which may not be as efficient; can still provide insight into the problem.

Students will develop multiple mathematical models to solve real-life problems, and explain which of their models is most efficient and why.

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Goldilocks Turn and Talk

Too Broad Too Narrow Just Right

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Identify and Define Learning Objectives1. Review curriculum and or content standards, to

identify important content and skills to assess;2. Visualize competent exiting learners; what should

they know and be able to do at the end of the window of instruction?

3. Write learning objectives to focus on end results of instruction, not on instructional activities.

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Now You Try

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Instructional Strategies•The power of SLOs is in the instruction. Think about the various instructional activities that will be used to engage students with the material and enable them to meet the SLO. • What instructional strategies will you use to move students toward the targets set for learning?

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Now You Try

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Assessment•Assessment is the process of collecting and interpreting information that progress toward or attainment of standards •Classroom assessment practices should provide accurate information that supports sound instructional decision making •Classroom assessment practices should provide consistent, dependable information

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Assessment Design and Assessment Types Common assessment types that may be used independently or together:

◦ Selected response (multiple choice, matching, true/false)◦ Short answer (short constructed written response, fill in graphic organizer/diagram,

explain your thinking, make and complete a table)◦ Extended response (essay or multi-step response)◦ Product (research paper, log, play, poem, model, multimedia products, portfolio)◦ Performance (demonstration, speech, presentation, science lab, performance, debate)◦ Process (creation, development, design, exploration, visualization, invention)

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Guiding Questions -Developing an Assessment Design

◦What type of an assessment is appropriate for my population, purpose and learning expectations?

◦What should the structure and format of my assessment be?

◦How can I ensure that my student are actively engaged in the assessment process?

◦How much time and what resources are adequate for the assessment?

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Assessment Performance Distribution – Just Right

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Assessment Performance Distribution – Too Difficult

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Assessment Performance Distribution – Too Easy

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Standard Big Idea Learning Objective AssessmentOptions

Kindergarten StandardUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from.


Students will develop appropriate mathematical models to solve authentic math tasks requiring addition and subtraction .

1. Scenario situations 2. Modeling with manipulatives3. Writing mathematical models

Third Grade StandardRepresent and solve problems involving multiplication and division.


Students will develop appropriate mathematical models to solve authentic math tasks requiring multiplication and division.

1. Scenario situations2. Modeling with manipulatives3. Writing mathematical models4. Constructed response

Eighth Grade StandardAnalyze and solve linear equations and pairs of simultaneous linear equations.

Algebraic expressions and equations are used to model real-life problems and represent quantitative relationships, so that the numbers and symbols can be mindfully manipulated to reach a solution or make sense of the quantitative relationships.

Students will develop appropriate mathematical models that represent quantitative relationships in order to solve real-life problems.

1. Scenario situations2. Modeling with manipulatives3. Writing mathematical models4. Constructed response5. Presentations

High School StandardSolve systems of equations.

There is often an optimal method of manipulating equations and inequalities to solve a mathematical problem; however, other methods; which may not be as efficient; can still provide insight into the problem.

Students will develop multiple mathematical models to solve real-life problems, and explain which of their models is most efficient and why.

1. Scenario situations2. Writing mathematical models

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Now You Try

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Aligning Learning Expectations and Assessments

•Alignment between the knowledge, skills and abilities individual students are expected to demonstrate (what the assessment is intended to measure) and what the assessment actually measures; and•Aligning to learning expectations means the assessment measures specific expectations and not addressing other content.

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Types of Alignment•Content alignment refers to whether the assessment items or tasks are measuring the learning expectations they are intended to measure;

•Coverage alignment refers to whether the set of items or tasks that make up the assessment measures all the identified standards and corresponding learning expectations for that assessment; and

•Complexity alignment refers to whether the assessment items or tasks as a whole measure the full range or complexity of the knowledge, skills and abilities that are expected of students as defined in the learning expectations (balance between basic/simple and sophisticated/complex skills).

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Develop an Assessment Design and Prepare an Assessment

Additional Considerations◦ Text complexity relative to reading level of students;◦ Amount of space for response or answers;◦ Clarity of formatting of questions or activities;◦ Clarity of diagrams and illustrations;◦ Method of delivery and scoring;◦ Clarity of verbal or written instructions to students;

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Now You Try

Prepare Your Assessment

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Questions You Can’t Answer

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Student Learning Objectives: Concepts and Application INSTITUTE DAY FEBRUARY 27, 2015.

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