Exploring the Variation in Student Learning Objectives in Arizona and Utah Pilot Implementations

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Abstract

This study examines two states' pilot implementations of student learning objectives (SLOs), classroom-specific student test growth targets set by teachers and approved (and scored) by their evaluators (principals/vice-principals). Findings indicated that Arizona teachers' end-of-year SLO scores from principals spanned performance levels and had low positive correlations with results from observations and student surveys. In contrast, Utah teachers' SLO scores varied little, with most meeting expectations. Responses to a teacher survey about the Utah pilot show that teachers viewed the overall SLO process as worthwhile and beneficial both to students and to their own professional growth; however, they did not see the SLO pilot as positively affecting their instruction or their knowledge of effective ways to assess students.

Authors

• Reino Makkonen, WestEd

• Jaclyn J. Tejwani, WestEd