Transcript Student Learning Objectives

Rating the Quality of
an SLO
Educator Effectiveness
System Module
DESIRED OUTCOMES
This module is designed to increase the
understanding of what constitutes “quality”
in SLOs by utilizing the “Rating for the
Quality of Student Learning Objectives”
rubric.
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Rubric for Rating the Quality of
Student Learning Objectives
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The Learning Goal Component
Includes:
Standards
Big Idea
Learning
Goal
Rationale
Learning
Goal
Interval of
Instruction
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Rubric: Rating the Quality of SLOs
Acceptable Quality
Quality Needs
Improvement
Insufficient Quality
Learning Goal
Assessments and
Scoring
Targets
Instructional
Strategies
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Differences Between Levels of Learning Goal
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Rating the Learning Goal Sample
This learning goal thoroughly describes what students
will know and be able to do by the end of the interval
of instruction.
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Rating the Learning Goal Sample
Big idea: Strong arguments require writers to
read, research, gather data, analyze it, and
evaluate the strengths and weaknesses of
multiple perspectives.
This big idea is a declarative statement that describes a
writing concept that goes beyond grade levels in the
and represents the most important learning of the
course. It is directly related to the learning goal.
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Rating the Learning Goal Sample
Standards/Benchmarks:
7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
7.L.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
7.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
The standards are listed in full statements that are clearly
aligned to the learning goal.
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Rating the Learning Goal Sample
The written argument is considered a key skill for college and career readiness and
has received a special place of emphasis in the CCSS (CCSS Appendix A). The state
has identified the written argument as a key strategy in preparing students to be
college and career ready. Our school has decided to focus heavily on written
argument as a vehicle to help prepare students for the type of writing they will to
do in college and in many careers. This is reflected in our Academic and Financial
Plan. The ability to integrate multiple sources as support for a written argument is
a DOK 3.
The rationale clearly explains why the learning goal is an
appropriate focus addressing a priority learning need for
students as it describes College and Career skill alignment as
well as it being a priority area for the state and school. It also
clearly explains how the learning goal addresses high
expectations and deep understanding.
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Rating the Learning Goal
Because all learning goal subcomponents are of acceptable
quality and are all in alignment, this
learning goal is acceptable.
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The Assessment, Scoring and Criteria
Component Includes:
Formative
Assessment
Process
Scoring
rubric or
guide
Summative
Assessments
Assessments,
Scoring and
Criteria
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Rubric: Rating the Quality of SLOs
Acceptable Quality
Quality Needs
Improvement
Insufficient Quality
Learning Goal
Assessments,
Scoring and Criteria
Targets
Instructional
Strategies
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Differences Between Levels of Assessments and
Scoring
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Rating Assessments, Scoring and Criteria
Sample
Assessments will include:
Small-group and whole-class discussions; peer-group analysis of reasonable and credible supporting
evidence; journals, exit passes, sample drafts of argument components; Self and peer assessments
using checklists and student-friendly rubrics to determine progress as needed or appropriate to the
learning.
In addition:
Each quarter, students will write argumentative essays on controversial topics, self-selected or chosen
by the teacher. (e.g., Should school uniforms be required? Should companies market to children? Are
cell phones dangerous? Do violent video games cause behavior problems?). Students will have access
to several print and/or digital sources reflecting different points of view on their topic. Students will
have time to revise and edit their work.
Teachers will score individual papers using the SBAC written argument rubric.
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf
The described assessments are in alignment with the Learning Goal,
measuring the entirety of the goal and is in consistence with the depth of
knowledge and cognitive process. There is an attached rubric with frequency
of implementation defined as well as how student learning will be
formatively monitored.
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Rating Assessments, Scoring and
Criteria
Because all learning goal subcomponents are of acceptable
quality and are all in alignment
with each other and the Learning
Goal, the Assessments, Scoring and
Criteria component is acceptable.
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The Expected Targets Component
Includes:
Initial
Performance
Groups
Three
Starting Point
Data Sources
Expected
Targets
Expected
Targets
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Rubric: Rating the Quality of SLOs
Acceptable
Quality Needs
Improvement
Insufficient Quality
Learning Goal
Assessments and
Scoring
Expected Targets
Instructional
Strategies
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Differences Between Levels of Expected Targets
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Rating Expected Targets Sample
At the beginning of the school year, students in my English class read short
informational articles on different sides of a controversial topic. They also
watched several related short video clips. Through small- and large-group
discussions, students were asked to develop and support a claim, and then write a
short essay scored using the ELA 4-point rubric provided by the Smarter Balanced
Assessment Consortium.
Other data sources used for grouping include 2 samples from the students’ grade
6 writing portfolio. On the initial class essay: 5 students scored a 1; 22 students
scored a 2; 3 students scored a 3; 0 students scored a 4.
Based on the data sources, with more consideration given to the short argument
essay students were placed into four groups
Three data sources are used to determine initial performance
groups.
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Rating Expected Targets Sample
Performance Groups
Students
Expected Targets
Students
Below Proficiency
4
Below Proficiency
0
Approaching Proficiency
17
Approaching Proficiency
4
Proficient
6
Proficient
23
Above Proficiency
3
Above Proficiency
3
Outcomes are differentiated for the various performance groups.
They are rigorous, realistic and attainable.
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Rating Expected Targets Sample
The expected targets are based on at
least three data sources that
demonstrates student starting points.
Rigorous, realistic and differentiated
outcomes are determined from the
initial performance groups. Therefore,
the Expected Target component is
acceptable.
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The Instructional Strategies
Component Includes:
Evidencebased
strategies
Strategies that
addresses gaps
in learning
Instructional
Strategies
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Rubric: Rating the Quality of SLOs
Acceptable
Quality Needs
Improvement
Insufficient Quality
Learning Goal
Assessments and
Scoring
Targets
Instructional
Strategies
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Differences Between Levels of Instructional
Strategies
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Rating Instructional Strategies Sample
All Students:
• Students will work closely with the criteria for strong arguments. They will analyze strong and
weak models of written arguments to guide their understanding. Students will score and discuss
sample arguments.
• Direct instruction will be provided during focused mini lessons on how to state a claim as well as
how to quote, paraphrase and summarize in order to incorporate the words of others into an
argument.
• Students will receive direct instruction and multiple examples of how to address alternate or
opposing claims. They will use strategies such as the “doubting game” and “believing game”.
• Students will use graphic organizers to record primary arguments as well as the pros and cons of
each argument as they read about their topics.
• Students will take part in multiple partner and small group discussions with their peers on the pros
and cons of various arguments.
• Students will be guided to use appropriate academic and domain specific vocabulary during their
discussions.
• Students will be taught to annotate written sources as they gather evidence.
• Students will also be taught close reading strategies as they examine multiple sources.
Instructional strategies are evidence-based and are specific to the Learning
Goal
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Rating Instructional Strategies Sample
Below and Approaching Proficiency Students:
Students will receive additional instruction in small groups. They will be provided
sentence starters and/or paragraph frames to structure their arguments. They
will receive some additional computer based instruction on grammar conventions
to support their understanding. They will be given appropriately leveled reading
material on the topics that are being investigated prior to being given reading
materials at grade level. They receive additional direct instruction and peer
practice on incorporating evidence from sources into their arguments. Highly
engaging videos will be used as sources in order to model and practice the
process of incorporating sources. They will practice using academic vocabulary in
speaking and writing and supportive word walls will be maintained to support this
work.
Strategies that address gaps in learning are described.
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Rating Instructional Strategies
The instructional strategies component
describes evidence-based strategies
that are specific to the Learning Goal.
Additional strategies are planned to
address gaps in learning. Therefore,
the Instructional Strategies component
is acceptable.
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Overall SLO Quality Rating
Because all of the components are of
acceptable quality and each section is
aligned, the SLO is acceptable overall.
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Thank you!
Educator Effectiveness System Website
www.doeohr.weebly.com
Hawaii Department of Education 2013
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