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Name of Teacher:
School:
HCPSS Student Learning Objective
General Psychology and Advanced Placement Psychology– Social Studies
Content
Component
Student Learning
Objective (SLO)
Population
Description
100% of students will demonstrate growth toward mastery of applying basic
concepts of scientific thinking and data analysis in Psychology.
General Psychology and Advanced Placement Psychology; all students
Learning Content
APA and National Council for the Social Studies National standards for
Psychology Curricula
College Board Advanced Placement Psychology Curriculum Guidelines
Instructional Interval
School year 2014-15 (one year)
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
Target
1. First quarter administration of baseline teacher-developed task to
assess scientific thinking using district-approved rubric.
2. Quarterly administration of critical thinking task using districtapproved rubric.
Baseline scores on the performance task are on the attached class roster.
Summary of scores:
- Of the _____ students in the course, ______ earned above average scores on
baseline assessments.
- Of the ______ students in the course, ______ earned average scores on baseline
assessments.
- Of the _____ students in the class, ______ earned below average scores on
baseline assessments.
(Attach class roster to share students’ scores on Beginning-of-the-Year
Assessment.)
Students develop the ability to comprehend and apply strategies of data
analysis tasks and related College Board AP Psychology materials.
Students will show growth in the application of strategies and skills of data
analysis and application of analytical concepts. Teachers will collect student
work throughout the school year to assess growth toward learning goal.
*Please note: Students identified by IEP teams as having significant cognitive
disabilities will have individual targets.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
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Criteria for Effectiveness
Full Attainment of
Target
More than 90% of
students meet
agreed upon
learning targets.
Strategies

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

Partial
Attainment of
Target
Between 75% and
90% of students
meet agreed upon
learning targets.
Insufficient Attainment of
Target
Less than 75% of students meet
agreed upon learning targets.
Provide opportunities for students to demonstrate their
understanding of social studies skills, processes, and content by
applying basic concepts of data analysis in psychology.
Have students review their own performance data and develop
individual targets for improvement in identified areas.
Have students collect work samples throughout the school year for a
portfolio that will demonstrate their mastery of key ideas and
concepts in social studies content, skills, concepts, and processes.
Provide more challenging tasks to assess progress for AP Psychology
students.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
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Inquiry Analysis Rubric
Process
Criteria
Exemplary
4
Developing
2
Basic
1
Claim/Topic
Selection
Succinctly states a manageable
claim/topic that addresses
potentially significant yet lessexplored aspects of the topic
States a manageable claim/topic
that appropriately addresses
relevant aspects of the topic
States a claim/topic that while
manageable, is too narrowly
focused and omits relevant aspects
of the topic
States a claim/topic that is far too
general and wide-ranging as to be
manageable
Evidence/
Background
Research
Synthesizes in-depth information
and data from multiple credible
sources (primary and secondary)
and various points of view
Presents in-depth information and
data from relevant sources
(primary and secondary)
representing various points of view
Presents information and data
from a few relevant sources and
cites limited points of view
Presents information and data
from irrelevant sources and cites
limited points of view
Analysis of
Evidence and
Reasoning
•
Thoroughly identifies and
evaluates major points of view
Accurately interprets evidence
without any misconceptions
Cites patterns, differences, or
similarities related to the
question
•
Identifies and evaluates
obvious points of view
Interprets evidence without
interfering misconceptions
Cites some patterns,
differences, or similarities
related to the question
•
States or briefly includes more
than one point of view
Interprets evidence with
minimal misconceptions
Cites limited patterns,
differences, or similarities
related to the question
•
The question is fully answered
citing textual and/or statistical
evidence that skillfully
addresses the claim
The conclusions accurately
address future limitations or
implications
•
The question is answered
citing textual and/or statistical
evidence based on research
and plausibly addresses the
claim
The conclusions adequately
address future limitations or
implications
•
Some attempt is made to
answer the question citing
textual and/or statistical
evidence that minimally
addresses the claim
The conclusions ineffectively
address future limitations or
implications
•
•
•
Product
Proficient
3
Conclusion/
Implications
•
•
•
•
•
•
•
•
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all students.
•
•
•
Does not take into account
more than one point of view
No interpretation due to
significant misconceptions
Does not cite patterns,
differences, or similarities
related to the question
Little or no attempt is made to
answer the question using
textual and/or statistical
evidence and the claim is not
addressed
The conclusions are minimal
or missing
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Psychology Lesson Stems
The following are suggestions for critical thinking topics based on the HCPSS
Psychology curriculum. Teachers should use the holistic Inquiry Analysis Rubric to
score student work. This rubric is designed to assess student skills in psychology,
and ensures consistency in measuring student growth across the school system.
1. Students may read about groundbreaking research in psychology, such as Milgram’s
obedience study or Zimbardo’s Stanford Prison experiment. The following questions
such can be used to guide the students through an analysis of the study:

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What was the hypothesis of the study?
What was the population of the study? What type of sample was used?
What research method was used?
Which statistical measurements were used to analyze the data?
What were some strengths and weaknesses of the research design?
What other research questions might be raised by the results of this study?
2. Students may be asked to bring in articles on current research in psychology, or
teachers may provide such examples. Utilize classroom or small group discussion
and/or written assessment to ask the scientific thinking questions from the
previous Lesson Stem.
3. Students may be asked to prepare research proposals to study psychological
concepts of their choosing.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.