Presentation on theme: "Student Learning Objectives Pilot Test"— Presentation transcript:
1Student Learning Objectives Pilot Test Overview and Identifying Learning GoalsAurora Public SchoolsFall 2013
2Introductions Center for Transforming Learning and Teaching Catalyzing and co-creating the transformation of learning environments through the use of assessment so that all are engaged in learning and empowered to positively contribute in a global society.Facilitator/Trainer: Julie Oxenford O’BrianCoach/Trainer:Mary Beth RomkeThe organization providing this professional development today is the Center for Transforming Learning and Teaching. CTLT builds on and extends the work of the C2D3 project which ended this August. If you’d like to learn more about CTLT visit our web site.Facilitator: Introduce yourselves to your group—highlight 3-4 key points about your career/expertiseHave table groups introduce selves with one thing they know about themselves as learners
3PurposeIntroduce the major components of and context for the Student Learning Objective (SLO) Pilot Test. Begin to identify SLO Learning Goals.
4IntroductionsCapture on a Sticky Note: One burning question you have about our work together.Discuss at your table groupName, role, teaching assignmentWhy you agreed to participate in this pilot test.Your question about our work togetherGroup share out: reasons for participating
5Materials I’d like to take you through a quick tour of your materials. Have folks put a sticky note on their Notecatcher, let them know that this document will be the one they will continually go back to during the day today.
6NormsThe standards of behavior by which we agree to operate while we are engaged in learning together.Open your materials to the page titled “Norms”.Spend just a minute reading them to yourself. Consider if there are any you would add, or any that you would not be comfortable following.Then share with a neighbor the two that you think are most important to ensure that we all have a fabulous learning experience together. Include anything that you believe is critical to add or that you would like to delete.Now I’m going to ask folks who have additions or changes to stand up.Note we have posted a parking lot. This parking lot should look like one you have seen before, it includes 4 quadrants – what you liked, what you would change, questions you have and insights or Ah Has. We will process items that get to the parking lot through out the day. We will also use this at the end of the day for your feedback.Overview Tools, p. 1
7Learning TargetsDescribe the purpose of Student Learning Objectives (SLOs) as part of teacher evaluation.Understand the purpose and major components of the student learning objective pilot test.Describe the process involved in identifying an SLO Learning Goal.Explain cognitive complexity using the Webb Depth of Knowledge framework.Evaluate the cognitive complexity of learning goals/objectives.Describe and exemplify success criteria for SLO Learning Goals.Engage in learning activity during this sessionComplete on-line self-assessmentComplete follow-up tasks.
8Activity: Monitoring your learning Turn to Progress Monitoring (Note catcher, p. 3-4)Re-write today’s learning targets in language that has meaning for you.Create a bar graph which describes where you currently believe you are in relationship to each learning target.Leave the “reflections” column blank for now.Learning TargetI don’t know what this IsI need morepracticeI’ve got ItI can apply it in a new wayReflectionsDescribe the purpose of Student Learning Objectives (SLOs) as part of teacher evaluation.In my words:I know how student learning objectives will be incorporated into my evaluation.As we get started, we are going to dig into these learning targets with greater depth while at the same time asking you to assess yourself currently in relationship to each target. In a minute I’m going ask you to take out a document we have called Progress Monitoring. It looks something like the chart you see on the screen. When you have completed the first activity this morning, it should also look like what you see on this screen. That is, each learning target for the day should be rewritten in your own language. And the appropriate boxes should be colored-in to reflect your self-assessment in relationship to each target. For now, leave the column labeled “reflections” blank so that we can work with that column as part of the closing session.It is great if you want to talk with your neighbors about the learning targets and compare your understanding of what they mean. You have about 10 minutes to do this.
9SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
10Colorado State Context SB10-191: Ensuring Quality Instruction through Educator EffectivenessEvaluating the effectiveness of educators is crucial to improving the quality of education in Colorado.Educators are evaluated in significant part based on the impact they have on the learning growth of their students.
11SB 10-191 Teacher Evaluation Requirements 50% Professional Practices (Observational Rubric)50% measures of teacher contribution to student learning growth:At least one individually attributable measure.At least one collectively attributable measure.When available, state summative assessment results (TCAP).When available, Colorado Growth Model results.Other local measures (e.g. pre- post- assessment, student learning objectives).
12Student Learning Objectives One approach districts may use to develop measures of student academic growth attributable to individual educators.Definition: A participatory method of setting measurable goals, or objectives for a specific assignment or class, in a manner aligned with the subject matter taught, and in a manner that allows for the evaluation of the baseline performance of students and the measureable gain in student performance during the course of instruction.
21Where are SLOs being used? Districts and States across the USNew HampshireHawaiiNorth CarolinaOhioMassachusettsPennsylvaniaMaineDenver Public SchoolsAustinRhode IslandNew YorkGeorgiaUtahWyoming
22Why take an SLO approach? Documented to:Have high levels of credibility with educators – expectations situated directly within the classroom context and spaceBe Adaptable to new assessmentsBe Adaptable to all teaching assignmentsHave Face validity – developed by teachersMost qualities above are not applicable to evaluating teacher impact on student learning growth using other common approaches
23What SLOs are not. . .Simple computation of pre- and post- assessment score differencesRepresentative of output measuresResults based on one measure/assessment instrumentAn “add-on” for teachers engaged in effective teaching practices
24SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
25Purpose of the SLO Pilot Test Develop an approach that can be used in Aurora to measure student learning growth that can be attributed to an individual educator.Ensure this approach focuses educators on instructional practices that are likely to improve student learning results at the same time.Learn from “trying it out” in real schools in APS.Determine how to integrate SLOs with related APS initiatives.Build the plane while flying it!
26Project BasicsSelect a partner and take out the SLO Pilot Test Overview (Overview Tools, p. 3)Discuss these questions with your partner:What will be the focus of this pilot test?What does participating in the project mean to me?What am I concerned about? (capture on sticky notes)
27Integration with other Initiatives SLOs are context dependent.Critical outcomes of the pilot test:Determine how SLO efforts can be integrated with other district initiatives.Determine how SLO efforts can support and accelerate related reforms.Ensure relevant district resources are utilized in support of SLOs.
28PLCs Data Teams RTI Implementing Standards (CCSS/CAS) Formative Assessment PracticeStandards-Based GradingData TeamsRTIUnified Improvement Planning
29Design Today: Project Overview and SLO Learning Goals Follow-up: Identify “candidate” SLO Learning GoalsFour additional learning sessions (in person, about four weeks apart):Introduce/explore practices (identifying and tracking student progress towards SLOs).De-Brief how it went “trying-out” developing SLOs and associated practices in your classroom since the last learning session.Between Learning Sessions:Follow-upTry out new practices in your classroomOn-site support (local instructional leaders)
30SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
31SLO Process 10. Determine Teacher Rating 1. Identify the SLO learning goal2. Select measures of student learning in relationship to the Learning Goal3. Establish performance targets using baseline data4. Plan instruction5. Receive approval of SLO6. Implement SLO-related instruction7. Monitor student progress towards SLO Learning Goal8.Revise SLO if necessary9.Analyze assessment results10. Determine Teacher RatingIn order to develop and rate SLOs, we recommend a process that allows for SLO development, which includes the learning goal, assessment selection, and establishing the targets; planning for instruction; receiving initial approval; implementation of the learning goal; target revision, if necessary; analysis of assessment results; providing a teacher rating; and finally determining next steps for the teacher and students. In addition, this process includes reflecting on:enduring understandings and content standardsUse of formative instruction and strategiesuse of assessmentsmonitoring student progressdata to set targets and to determine next steps for student success.As schools engage in setting Student Learning Objectives as part of the Educator Effectiveness System, they will need to: 1) clearly communicate the elements of a high quality SLO, 2) provide opportunities to practice writing an SLO, and 3) opportunities to evaluate an SLO. The remainder of this professional development session will provide guidance for understanding the SLO template, including the meaning of each question, the process for developing a cohesive and acceptable quality SLO, and successfully using the SLO rubric for evaluating and improving the different aspects of the SLO.Copyright: The National Center for the Improvement of Educational Assessment (2013)
32SLO TerminologyTake out Student Learning Objectives Terminology (Overview Tools, p.5).Work with a partner to answer the following questions:How long is an “instructional interval” in the context of SLOs?What is the difference between a “Big Idea” and a “Learning Goal” (for an SLO)?Is there a difference between a “learning goal” and a “learning objective”? If so, what is the difference?What are “success criteria”? How are they related to “learning goals or objectives”?What is the relationship between an “assessment instrument” and a “measure”?
33Student Learning Objectives Form Take out Student Learning Objectives Form (Overview Tools, p.9)How are Student Population and Instructional Interval determined?SLO components:Student Learning GoalMeasures (of student learning growth in relationship to the student learning goal)Performance Targets (for student performance groups)Progress MonitoringResults (student performance and teacher performance)
34SLO Components Day One Day Two Day Five Day Three and Four Learning GoalStandards ReferenceRationaleSuccess CriteriaMeasuresEvidence SourcesAlignment of EvidenceCollection and ScoringPerformance TargetsBaseline DataPerformance GroupsRationale for TargetsProgress MonitoringCheck PointsProgress Monitoring Evidence SourcesInstructional StrategiesSLO ResultsStudent Performance ResultsTargets MetTeacher PerformanceDay OneDay TwoDay Three and FourDay Five
35Activity: Exploring SLO Components SLO Component Descriptions (Tools, p.11).Consider the components of an SLO Learning Goal. Independently (silently) read the first row. When you have finished reading, look at your partner and “say something”. The something could be:A summaryA connectionA new ideaContinue until you have considered all of the components of a Student Learning ObjectiveFull Group considers questions. . .
36SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
37SLO Learning GoalsA description of what students will be able to do at the end of the instructional period.Based on the intended standards and curriculum that are being taught and learned.Reflective of the most critical content taught and learned during the instructional interval (the Big Ideas).
38Levels of Objectives SLO Learning Goals Overview Tools, p. 1 Level of ObjectiveGlobalEducationalInstructionalScopeBroadModerateNarrowTime needed to learnTwo or more years (often many)Weeks, months, or academic yearHours or daysPurpose or functionProvide visionDesign curriculumPrepare lesson plansExample of usePlan a multi-year curriculum (e.g., elementary reading)Plan units of instructionPlan daily lessons, activities, experiences and exercisesA Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s taxonomy of educational objectives, 2001Overview Tools, p. 1
39Statements of Intended Learning Learning Goals, Learning Objectives, Learning Targets include:A verb that describes a cognitive process or processes.The content or knowledge to which the cognitive process(s) applies.
41How SLO Learning Goal Components are Related SLO Learning Goal is based on:The big ideas for the content area/grade level, andRelevant content standards.The Learning Goal Rationale explains why the learning goal is appropriate.Success Criteria are guidelines, rules, or principles by which student performance is evaluated. They describe what level of performance constitutes having met the Learning Goal.
42SLO Learning Goal Process Identify the “big ideas” for the grade level and content area.Identify learning goals associated with at least one “big idea” that would be achieved across several units, and/or which have related goals in prior or subsequent grade levels. These become candidates to be an SLO Learning Goal.Determine which standards are associated with each candidate SLO Learning Goal.Prioritize possible Learning Goals based on the learning needs of the student population (identifying two or three top priorities).Determine the cognitive complexity (depth of knowledge) of the priority SLO Learning Goal candidates. Eliminate candidate SLO learning goals with a depth of knowledge less than 2 for primary (grades K-2) and less than 3 for upper elementary and secondary.Select the SLO Learning Goal.Describe the rationale for your selection.
43Process for determining SLO Learning Goals Turn to the Process for Determining SLO Learning Goals (Tools, p. 3).Independently, review each step and make notes about your concerns regarding each step.Discuss at your table:How is this similar to other work in which you have engaged?How is it different?What concerns do you have about the process?
44The “Big Ideas” What are “big ideas”? Declarative statements that describe concepts that transcend grade levels.Frame or context for identifying the SLO learning goal.Should not be the “focus” of learning goal development.
45Learning Goals vs. Big Ideas Different format:Learning goals describe what students should know, understand and be able to do.Big ideas are declarative statements.Different purpose:Big Ideas create context for learning goals.SLO Learning Goals focus instruction and learning activity.
46Resources for determining “Big Ideas” APS Pacing GuidesCCSS ELA:Anchor StandardsPortraits of students who are college readyCCSS Math:Grade Level DescriptionsColorado Academic Standards:Graduate CompetenciesGrade Level Expectations (that cut across grade levels)CDE Sample Curriculum Unit Overviews:GeneralizationsYour ideas?
47Content StandardsLearning Goals must reference statements of intended learning from relevant standards documents.Statements of intended learning:Colorado Academic Standards (CAS): Evidence OutcomesCommon Core State Standards: StandardExample:CAS: Identify place value from ten-thousandths to millions.Common Core State Standard: Use place value understanding to round multi-digit whole numbers to any place.Capture the full language from the standard statement (not just a numerical reference)
48Identifying a Learning Goal (example) Big idea: Writing from sources requires using evidence from texts to present careful analysis, well defended claims, and clear information.
49Example StandardsWrite arguments to support claims with clear reasons and relevant evidence:Introduce claims, acknowledge alternative or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Establish and maintain a formal style.Provide concluding statement or section that follows from and supports the argument presented.
50Example Learning GoalStudents gather relevant evidence from multiple sources to make and support strong written arguments.
51SLO Learning Goal Process Identify the “big ideas” for the grade level and content area.Identify learning goals associated with at least one “big idea” that would be achieved across several units, and/or which have related goals in prior or subsequent grade levels. These become candidates to be the SLO Learning Goal.Determine which standards are associated with each candidate SLO Learning Goal.Prioritize possible Learning Goals based on the learning needs of the student population (identifying two or three top priorities).Determine the cognitive complexity (depth of knowledge) of the priority SLO Learning Goals. Eliminate candidate SLO learning goals with a depth of knowledge less than 3 for secondary and less than 2 for elementary.Select the SLO Learning Goal.Describe the rationale for your selection.
52Practice Developing an SLO Learning Goal: Step one through three Find a partner(s) who has a similar content area focus (stay with same partner(s)).Turn to the note catcher, p. 10Step one: Describe the “big ideas” for your focus grade level and content area.Step two: Identify several “candidate” Learning Goals for at least two different “big ideas”.Step three: Identify standards associated with your big idea and candidate learning goals.
53Step four: Prioritize based on learning data Review student performance data in your content area/grade level.Identify challenges for your student population.Prioritize learning goals based on these areas of challenge.Your follow-up from today. . . we won’t practice this now.
54SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
55SLO Learning Goal Process Identify the “big ideas” for the grade level and content area.Identify learning goals associated with at least one “big idea” that would be achieved across several units, and/or which have related goals in prior or subsequent grade levels. These become candidates to be the SLO Learning Goal.Determine which standards are associated with each candidate SLO Learning Goal.Prioritize possible Learning Goals based on the learning needs of the student population (identifying two or three top priorities).Determine the cognitive complexity (depth of knowledge (DOK)) of the candidate SLO Learning Goals. Eliminate candidate SLO learning goals with a depth of knowledge less than 2 for primary and less than 3 for grades 3-12.Select the SLO Learning Goal.Describe the rationale for your selection.
56Depth of Knowledge (DOK) and SLOs The DOK level reflected in the SLO Learning Goal should target the DOK level reflected in the associated standards.The DOK level reflected in the learning goal sets an expectation for how you want students to demonstrate learning.Assessments used for SLOs will also need to target the same DOK level reflected in the learning goal.
57What is cognitive rigor? The kind and level of thinking required of students to successfully engage with and solve a task.Ways in which students interact with content.Focuses on complexity of content standards and assessment items or task.“Measures the degree to which the knowledge elicited from students on assessments and performance indicators or through questioning is as complex as what students are expected to know and do as stated in the state standards.”- Norman Webb
58Cognitive Rigor Models Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different.Bloom – What type of thinking (cognitive process) is needed to complete a task?Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content?
59Bloom’s Taxonomy Original  vs Bloom’s Taxonomy Original  vs. Revised Cognitive Dimension  - Tools, p. 5OriginalRevised Cognitive DimensionKnowledge -- Define, duplicate, label, list, name, order, recognize, relate, recallRemember -- Retrieve knowledge from long-term memory, recognize, recall, locate, identifyComprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translateUnderstand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, writeApply -- Carry out or use a procedure in a given situation; carry out or use /apply to an unfamiliar taskAnalysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examineAnalyze -- Break into constituent parts, determine how parts relateSynthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, writeEvaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critiqueEvaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, valueCreate -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures
60Explore Revised Bloom’s Taxonomy Work with a partner to review the Cognitive Dimension of the Revised Bloom’s Taxonomy (Tools, p. 7).Consider:How is the Cognitive dimension organized?What is the difference between different types of thinking or cognitive processes?How do the examples clarify the taxonomy?Identify questions for full group discussion.
61Explore DOK LevelsTake out: Webb’s Depth of Knowledge Framework Level Definitions (Tools, p. 9) and Depth of Knowledge Levels Chart (Tools, p.11).Work with a partner to consider:How are DOK levels described?What is the difference between each DOK level?How do the examples clarify the levels?Identify questions for full group discussion.
62DOK Level 1 Examples Locate or recall facts found in text Apply a well-known formulaOrally read words in connected text with fluency and accuracyState an opinion without supportName the notes of the C Major scaleRepresent math relationships in words, pictures, or symbolsPerform a simple science process or a set of procedures
63DOK Level 2 ExamplesIdentify and summarize the major events, problem, solution, conflicts in literary textExplain the cause-effect of historical eventsRetrieve information from a table, graph, or figure and use it to solve a problem requiring multiple stepsDevelop a brief text that may be limited to one paragraphMake a puzzle or game about the topicCreate a questionnaire or survey to answer a questionWrite a diary/blog entry for a character or historical figure
64DOK Level 3 ExamplesCompare consumer actions and analyze how these actions impact the environmentAnalyze or evaluate the effectiveness of literary elementsSolve a multi-step problem and provide support with a mathematical explanation that justifies the answerWrite a letter to the editor after evaluating a productUse reasoning and evidence to generate criteria for making and supporting an argument of judgmentPrepare a speech to support your perspective about global climate changeMake a booklet or brochure about a topic or an organization
65DOK Level 4 ExamplesGather, analyze, organize, and synthesize information from multiple sources to draft a reasoned reportAnalyze and explain multiple perspectives or issues with or across time periods, events, or culturesConduct a project that specifies a problem, identify solution paths, solve the problem, and report the resultsWrite and produce an original playCritique the historical impact of policy, writings, and discoveriesIllustrate how multiple themes (historical, geographic, social) may be interrelatedRelate mathematical or scientific concepts to other content areas, other domains, or other concepts
66Some things to consider. . . Extended time alone is not the distinguishing factor for a learning goal with a DOK Level 4.DOK is not hierarchical.DOK and Bloom’s Taxonomy are different - the DOK Level is NOT determined by the verb, but rather the context in which the verb is used and the depth of thinking required.
67DOK is about complexity—not difficulty! The intended student learning outcome determines the DOK level. What mental processing must occur?While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.DOK 1 - Describe three characteristics of metamorphic rocks. (Simple recall)DOK 2 - Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)DOK 3 - Describe a model that you might use to represent the relationships that exist within the rock cycle. Provide evidence to support your decision. (Requires deep understanding of the rock cycle and a determination of how best to represent it by providing evidence)
68Combining Blooms and DOK Cognitive Rigor Matrix combines Blooms Revised Taxonomy and Depth of Knowledge in one table.Not a crosswalk between these two classification tools.Not to be used as a rubric.Available in a variety of content areas:English Language ArtsSocial StudiesMathScienceWriting
69The Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom Cognitive Process Dimensions Depth + thinkingLevel 1Recall & ReproductionLevel 2Skills & ConceptsLevel 3Strategic Thinking/ ReasoningLevel 4Extended ThinkingRemember- Recall, locate basic facts, details, eventsUnderstand- Select appropriate words to use when intended meaning is clearly evident- Specify, explain relationships- summarize– identify main ideas- Explain, generalize, or connect ideas using supporting evidence (quote, example…)- Explain how concepts or ideas specifically relate to other content domains or conceptsApply- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning– Use context to identify meaning of word- Obtain and interpret information using text features- Use concepts to solve non-routine problems- Devise an approach among many alternatives to research a novel problemAnalyze- Identify whether information is contained in a graph, table, etc.– Compare literary elements, terms, facts, events– analyze format, organization, & text structures- Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text– Analyze multiple sources- Analyze complex/abstract themesEvaluate– Cite evidence and develop a logical argument for conjectures- Evaluate relevancy, accuracy, & completeness of informationCreate- Brainstorm ideas about a topic- Generate conjectures based on observations or prior knowledge- Synthesize information within one source or text- Synthesize information across multiple sources or texts
70Cognitive Rigor Matrices Considering both classification systems together, deepens understanding of learning goals.Examples:English Language Arts and Social Studies (Tools, p. 13)Math and Science (Tools, p. 15)Writing (Tools p. 17)Select one to explore further.
71Definition of “deconstructing” When we deconstruct a statement of intended learning, we break it into its component parts. Stiggins, 2004
73We deconstruct to…Clarify the type of thinking (or skills) required of learners to meet the learning goal;Determine what knowledge students will require to meet the learning goal; andClassify the cognitive rigor of the learning goal.
74How to deconstructThink of the verbs in our learning goal as the cognitive processes and/or types of thinking that are being required.Think of the nouns in our learning goal as clues to the knowledge (concepts or content).Use Bloom’s Taxonomy and Webb’s DOK framework to classify the rigor of the learning goal.
75How to Deconstruct1. Circle the cognitive processes or skills—the verbs.2. Underline the key concepts or knowledge—the important nouns and noun phrases.Use the Cognitive Rigor Matrix to:Characterize the type of thinking based on Revised Bloom’s Taxonomy.Assign a DOK level.
76Example Deconstruct the instructional objective: Recognize that different forms of writing have different patterns of organization.Cognitive Process (Blooms): RememberDepth of Knowledge Level: One
77Practice Turn to Deconstruction Practice (note catcher, p. 14). Work with a partner to deconstruct and categorize the example instructional objectives.Share your ideas with the full group.
78Applied to your Learning Goals Go back to your candidate learning goals.Deconstruct them identifying the cognitive process (Blooms) and Depth of Knowledge, capture in your note catcher.What is the cognitive rigor of your candidate learning goals?A good SLO learning goal is cognitively complex (as measured by Depth of Knowledge) with a DOK >= 3 for secondary and upper elementary and a DOK >= 2 for primary (K-2).Have you identified an SLO learning goal with sufficient cognitive rigor?
79Deconstructing A tool for your “toolkit.” Used to get at the meaning of statements of intended learning:Used in determining the cognitive rigor of SLO Learning Goals.Collaborative process used to determine meaning of learning objectives (including grade level expectations and evidence outcomes).First step towards ensuring accuracy in assessment.Used in the process of critiquing/selecting assessment items.We have been working with the process of deconstructing out of context. Let’s put it back into context. It’s a tool that can be used to get at the meaning of standards and benchmarks, clarify learning targets, can be used in the process of critiquing assessment items.
80SLO Session One Agenda Background and Purpose of SLOs Purpose and Components of Pilot TestSLO Template and ProcessSLO Learning GoalsDetermining Depth of KnowledgeSuccess CriteriaVersion 1.0
81Success CriteriaGuidelines, rules, or principles by which student responses, products or performances are evaluated. They describe what to look for in student products or performances to judge quality. They are also used to determine if the learning goal(s)/target(s) was/were met.
82Success Criteria We use success criteria to: Define student competency, mastery, performance, knowledge on tasks, assessments, courses, etc.We also need to use success criteria to:Help define and justify what each performance level means on the SLO learning goal.
83How good is “good enough”? 4/13/2017How good is “good enough”?Talk to your neighbor about. . .What evidence do teachers use to decide students are learning?How have we traditionally answered that question?Why is this question important?Why is it important for students to understand how good is good enough?
84What is good enough (traditionally)? 4/13/2017What is good enough (traditionally)?Behavior:AttendanceParticipationComplianceGrades:In terms of the learning, what is the difference in learning between an F and A, between B+ and A- ?Percentages:In terms of the learning, what is the difference between 89 and 90?
85In a standards-based system Success Criteria:Define the nature of quality, how good is good enough as the basis for judging student learning progress.Define levels of performance on the SLO Learning Goals and instructional level targets.May also be called:Proficiency DescriptionsPerformance Criteria
86Background Reading Discussion Work with a partner.Each partner reads one of the following:Clarke (2001) Developing a “learning culture” in the school (Toolkit, p. 21).Moss & Brookhart (2009). What does it mean to share learning targets and criteria for success? (Toolkit, p. 23).Discuss:What are success criteria/performance criteria/ proficiency descriptors?Why is it important to identify success criteria?
87What are good success criteria? Reflect what “quality is” in the product, performance, or task.Do not. . .Leave important things outInclude the trivial (e.g. neatness)
89Video: Student Benefits 4/13/2017Video: Student BenefitsJohn McKinney, Grade 8, ScienceWhat did you hear students say about the benefits of success criteria, or knowing what proficiency looks like?
90RubricsA tool for:Clarifying instructional goals (for teachers).Communicating success criteria (to students).Scoring assignments and assessments.Includes descriptions of more than one level of performance.More on rubrics later today.
92Engaging Learners in Describing Success Criteria 4/13/2017Engaging Learners in Describing Success CriteriaHearing the learner perspective
934/13/2017Video: Emily’s StoryTake a few minutes to read Emily’s papers (Tools, p. 35).Take notes as you watch the video:How were learners involved in defining and interpreting success criteria?How did this enhance student motivation and learning?Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right – using it well.
94Commonly used methods of sharing success criteria with students include: Provide students with lists of attributes.Provide students with a scoring guide or rubric.Provide examples of work that demonstrates mastery and engage students in determining why the work demonstrates mastery.Share work that does not demonstrate mastery with students and have them describe what it would take for the work to demonstrate mastery.Facilitate student evaluation of different work examples using rubrics or scoring guides.Facilitate student development of rubrics or scoring guides after analyzing examples of work.Other?(Tools, p. 39)
95Success Criteria Teacher Considerations for the SLO learning goal What performance label would you use to describe student success on (having met) the SLO learning goal?What expectations do you have to define “success” on the learning goal?Which assessments, tasks, or data sources would give you the best information about student performance on the learning goal?How would you weigh the body of evidence collected about student performance on the learning goal?
96Taking it into practice Practice developing an SLO Learning Goal:Identify candidate SLO Learning Goals (starting with “big ideas”).Specify associated standards.Determine which represent learning needs for your students.Determine the cognitive complexity of the candidate SLO Learning Goals.Select one, write as an “objective statement”.Describe success criteria for your SLO Learning Goal.Practice engaging learners with success criteria.Bring a draft SLO Learning Goal (note catcher) and artifacts from your experience engaging learners in understanding success criteria to our next in-person learning session.
97Give us Feedback!!Written: Use sticky notes+ the aspects of this session that you liked or worked for you.The things you will change in your practice or that you would change about this session.? Question that you still have about the topics we addressed today.Ideas, ah-has, innovationsOral: Share out one ah ha!
98ReferencesAnderson, L.W., Krathwohl, D.R., Eds. (2001). A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Addison Wesley Longman, Inc.Bloom, B. (1984). The search for methods of group instruction as effective as on to one tutoring. Educational Leadership, 41(8): 4-17.Bransford, J, Brown, A & Cocking, R. (Eds). (1999). How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy PressHess, K., Carlock, D., Jones, B., & Walkup, J. (2011). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. National Center for the Improvement of Educational Assessment, Accessed on-line at:Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right – using it well.Webb, N. L. (1997).Criteria for alignment of expectations and assessments in mathematics and science education. Council of Chief State School Officers and National Institute for Science Education Research Monograph No. 6. Madison, WI: University of Wisconsin.