STUDENT LEARNING
OBJECTIVES (SLOs)
“Designing”
© Pennsylvania Department of Education
SLO Process Phases:
DESIGN
• Thinking about what content
standards to measure
• Organizing standards and measures
• Discussing collective goals with
colleagues
• Researching what is needed for a
high quality SLO
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Goal & Objectives
Goal:
Create the structure necessary to build a
Student Learning Objective, including
applicable performance measures.
Participants will:
1. Develop a “Goal Statement”
2. Identify underlying content standards
3. Create a blueprint
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Helpful Tools
Participants may wish to reference the following:
Handouts
• Handout #1 - Goal Statement Examples
• Handout #2 - Targeted Content Standards
Example
• Handout #3 - SLO Blueprint Example
Templates
• Template #1 - Goal Statement
• Template #2 - Targeted Content Standards
• Template #3 - SLO Blueprint
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GOAL STATEMENT
What is a Goal Statement?
Definition:
• Narrative articulating the “Big Idea” upon
which the SLO is based
Characteristics:
• Central to the content area
• Foundational concept needed for later
subjects/courses
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Goal Statements
Typically addresses:
•
•
•
WHAT the “Big Idea” is in the standards
WHY the “Big Idea” is a central, enduring
concept (rationale statement)
HOW the skills and knowledge support future
learning
PDE’s SAS portal has identified “Big Ideas” for most
content areas.
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Goal Statement Example
Ref. Handout #1
Should reflect the what, why and how:
•
•
•
WHAT is being measured: Application of
concepts and competencies of nutrition, eating
habits, and safe food preparation techniques.
WHY is it being measured: To determine
understanding of the impact to overall health
and wellness.
HOW does it impact student learning:
Understanding the impact of overall health and
wellness impacts on the life cycle at individual,
family and societal levels.
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Process Steps
1. Each team member will work independently to
create a statement about the “Big Idea” in terms
of the standards.
2. Build consensus by focusing on each aspect of the
statement and underlying rationale.
3. Draft a sentence reflecting the group’s consensus
for each aspect and review as a group.
4. Merge each sentence to create a single paragraph
“statement”. Again, review to ensure this
statement reflects the group’s intent.
5. Finalize the statement and double-check for
editorial soundness.
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TARGETED CONTENT
STANDARDS
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Targeted Content Standards
Example (Handout #2)
Standard ID
ACTFL 1.1
ACTFL 1.2
ACTFL 1.3
Description
WL 1.1—Students listen and
respond, engage in conversations,
provide and obtain information,
express preferences, emotions and
feelings, and exchange opinions and
beliefs. (Interpersonal)
WL 1.2—Students comprehend and
interpret written and oral language
on a variety of topics. (Interpretive)
Rationale
To achieve functional levels of communicative
competence in a world language, students need to use
the language regularly in everyday social interactions
such as conversing, arguing, criticizing, requesting,
convincing and explaining effectively.
WL 1.3—Students present
information, concepts and ideas in
oral and written form on a variety of
topics. (Presentational)
Students need the ability to gather, comprehend,
evaluate, synthesize and report information and ideas.
The need to conduct research and consume media
intended for speakers of other languages are crucial
21st Century skills.
Developing literacy in a world language is a crucial 21st
century skill. Students need to develop a variety of
reading and listening strategies that will allow them to
comprehend, analyze and synthesize information.
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Targeted Content Standards
Choosing Targeted Content Standards
means:
•
Selecting certain standards for use
with the performance measure being
developed.
•
Identifying standards that represent
the “Big Ideas” within the content
area.
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Targeted Content Standards
Criteria
• Are a refined list of the content standards.
• Represent the essential knowledge and skills
that students are expected to acquire.
• Are the standards upon which educators will
spend the most time.
• Create transparency for families and the
community about what is most important for
student success.
• Are the identified content standards used to
create the performance measures.
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Guiding Questions
• ENDURANCE- Will this standard provide
students with knowledge and skills of value
beyond a single test date?
• LEVERAGE- Does this standard provide
knowledge and skills of value in multiple
disciplines?
• READINESS FOR THE NEXT LEVEL OF
LEARNING- Will this standard provide students
with essential knowledge and skills necessary
for success in the next level of instruction?
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Process Steps
Step 1: Given the Goal Statement, identify those
underlying content standards.
Step 2: Place the code for each standard in the
Standards ID column.
Step 3: Place the descriptions (or hyperlink) for each
standard in the Description column.
Step 4: Describe in the Rationale column how each
standard is aligned to the “big idea”.
Step 5: Refine list based upon “endurance”,
“leverage”, and “readiness” criteria.
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BLUEPRINTS
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What is a Blueprint?
A Design Tool
• Aids in the SLO design process
• Visually depicts the relationship
among key SLO components
• Aligns the technical components
• Serves as the foundation for
creating the SLO
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Blueprint: Basic Elements
• Goal Statement- a narrative articulating the “Big
Idea” upon which the SLO is based.
• Targeted Content Standards- reference the PA
standards that align with the Goal Statement.
• Performance Measure (PM)- an assessment tool
used to measure the knowledge and skills
acquired by students.
• Performance Indicator (PI)- a description of the
expected level of achievement based on the
Performance Measure.
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SLO Blueprint Example
(Handout #3)
Goal
Statement
Performance Measure
Physical Activity Student Log
(Fitnessgram)
Participation in
physical activity
impacts wellness
throughout a
lifetime
Targeted
Standard
10.4.9A; 10.4.9C;
10.4.9D, 10.5.9F
PM #1
PM #2
My Personal Fitness (Pre & Post)
Testteria in rubric.
Performance
Indicator
PM #1
Physical Activity Student Log
(Fitnessgram)
PM #2
My Personal Fitness (Pre & Post) Test
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Process Steps
Step 1: Add Goal Statement and Targeted Content
Standards from Templates #1 and #2.
Step 2: Review alignment of the Performance Measures
with the Targeted Content Standards.
Step 3: Identify potential measures, including “mastery”
and/or “growth” metrics.
Step 4: Draft performance indicators for each
performance measure.
Step 5: Refine Blueprint.
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Summary & Next Steps
Summary
Module 1: Designing
• Designed a Goal Statement, selected Targeted
Content Standards, and developed the
blueprint needed to build a Student Learning
Objective.
Next Steps
Module 2: Building
• Given the completed Blueprint, build the SLO
following a set of procedural guidelines,
including those used to develop Performance
Measures.
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