This document provides guidance on developing student learning objectives (SLOs) and student outcome objectives (SOOs) for teacher evaluations. It defines SLOs as long-term academic goals for groups of students and SOOs as long-term goals focused on increasing access to learning. The document outlines essential questions to consider when deciding on an objective and developing it, such as the most important skills or knowledge for students to attain, where students are currently, and how progress will be measured. It also discusses using data and pre-tests to establish targets and expectations for student progress or mastery on the objective.

1. What's Your
Student Learning
or
Outcome Objective?
Presented
By
Jacki Lamoureux
&
Sharon Webster
September 24, 2013RILINK Workshop

2. Credits
All page numbers are references to RIDE’s
Rhode Island Support Professionals
Evaluation & Support System, ed 1

3. Three Evaluation Criteria
• Professional Practice
– Effective service delivery
• Professional Foundations
– Contributions as member of learning
community
• Student Learning
– Impact on student learning through
SLO/SOO (6)

4. Definitions
• SLO is “a long-term academic goal set
for a group of students.”
• SOO is “ a long term goal that is
focused on an outcome that increases
access to learning or creates
conditions that facilitate learning (18).”

5. How do I decide
which student learning
objective
is right for me?

6. (19)

7. SLO Essential Questions
• What are the most important
knowledge/skill(s) I want my students to attain
by the end of the interval of instruction?
• Where are my students now (at the beginning
of instruction) with respect to the objective?
• Based on what I know about my
students, where do I expect them to be by
the end of the interval of instruction and how
will they demonstrate their knowledge/skills?
(21)

8. SOO Essential Questions
• What is the most important knowledge/skill(s) I
want my students to attain by the end of the
interval of service?
• Where are my students now with respect to
this objective?
• Based on what I know about them, where do I
expect my students to be with respect to this
objective by the end of the interval of
service? How will I measure this change? (21)

9. Data
• What data is available from previous
year that might impact student
progress?
• What data is available that reflects
trends?
• Would a pre-test be helpful to assess
skill or knowledge level? (25)

10. Establishing Targets
• What skill or content does the student
need to master?
• Will it focus on mastery or progress?
• How will the expectations be “tiered to
reflect differentiated expectations for
learning.” (25)

11. Quality of Evidence
• Sources for SLOs/SOOs
– Performance tasks
– Local or commercial assessments
• Sources for SOOs
– Data
– Related indicators
– Documentation of action
• Source Selection for SLO
– Aligned to what is being measured
• Content
• Coverage
• Complexity (26-27)