Transcript Student Learning Objectives

Student Learning Objectives:
Concepts and Application
INSTITUTE 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
Outcomes
•Deepen Understanding of Student Growth
•Collaborative or Individual Development of SLOs
•Practice Preparing Assessment
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Student Growth
Definition
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 Timeline
2012-2013
Formation of
Student Growth
Committee
2013-2014
Reviewed
Assessment Types
and Growth
Models
2014-2015
Emphasis on SLO
Professional
Development for
Staff and Piloting
2015-2016
Second SLO Pilot
Year and Selection
of Additional
Assessment
2016-2017
Growth Model
Fully Implemented,
Including a
Contribution to the
Overall Evaluation
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 Purpose
2.Identify and Define Learning Expectations
3.Identify Instructional Strategies
4.Consider an Assessment Design
5.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.
o Who are the students being assessed?
o What 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).
o This 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.
o This 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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Steps to Creating an SLO- “ThinkSheet”
1.Identify Population and Purpose
2.Identify and Define Learning Objectives
3.Identify Instructional Strategies
4.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
Non-Examples
• Price is a function of supply and demand.
• Gas prices fluctuate with the availability of oil.
• Healthy nutritional practices influence all
aspects of our lives.
• Fruits and vegetables contain essential vitamins.
• All life is interrelated as evidenced by
the differences and similarities among species.
• Whales and humans are both warm blooded;
salamanders and sharks are both cold blooded.
• Relationships exist in all disciplines.
• Relationships between qualities can be
represented by graphs, tables and equations.
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Standard
Big Idea
Learning Objective
Standard
Big Idea
Learning Objective
Kindergarten Standard
Understand 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 Standard
Represent and solve problems involving
multiplication and division.
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
multiplication and division.
Eighth Grade Standard
Analyze 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 Standard
Solve 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 Objectives
1. 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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Steps to Creating an SLO- “ThinkSheet”
1.Identify Population and Purpose
2.Identify and Define Learning Objectives
3.Identify Instructional Strategies
4.Consider an Assessment Design
5.Prepare an Assessment
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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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Steps to Creating an SLO- “ThinkSheet”
1.Identify Population and Purpose
2.Identify and Define Learning Objectives
3.Identify Instructional Strategies
4.Consider an Assessment Design
5.Prepare an Assessment
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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
Assessment
Options
Kindergarten Standard
Understand 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 .
1.
2.
3.
Scenario situations
Modeling with manipulatives
Writing mathematical models
Third Grade Standard
Represent and solve problems
involving multiplication and division.
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
multiplication and division.
1.
2.
3.
4.
Scenario situations
Modeling with manipulatives
Writing mathematical models
Constructed response
Eighth Grade Standard
Analyze 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.
2.
3.
4.
5.
Scenario situations
Modeling with manipulatives
Writing mathematical models
Constructed response
Presentations
High School Standard
Solve 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.
2.
Scenario situations
Writing mathematical models
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Now You Try
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Steps to Creating an SLO- “ThinkSheet”
1.Identify Population and Purpose
2.Identify and Define Learning Objectives
3.Identify Instructional Strategies
4.Consider an Assessment Design
5.Prepare an Assessment
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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
• Please submit via
http://tinyurl.com/oypw
hjw
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