SLO Quality Checklist

Designed to assist educators as they write and review Student Learning Objectives (SLOs).
Element

Content

Objective
Statement
Rationale
Focus
Standards
Student
Population

Acceptable

Necessary Revisions

Objective statement identifies appropriate

knowledge and/or skills students must
attain.
Clarifies why this content is appropriate

Names specific standards and/or goals

Does not name specific standards and/or goals

States specific number of students

States specific grade/class/subject area

Not focused enough to be accurately measured

Too narrow / doesnt represent sufficient content
Does not represent important content
Does not state why the content is appropriate

Evidence

Rigor

Does not state the number of students

Does not state grade level/class/subject area
Expected duration of instruction is not defined
Interval of
The length of instructional time is defined
Interval of instruction is less than the length of
Instruction
the course.
Baseline data representing student
Current student performance data is not
performance, prior to instruction, is
included.
included.
More data is necessary to determine students
Baseline Data Multiple data measures are included.
baseline scores.
Assessment Data is aligned to the focus Data sources do not align to the standard(s) /
standard(s) / goal(s)
goal(s)
Subgroup Data included if necessary
Subgroup Data is warranted but not included
Target(s) are not measurable.
Target(s) are measurable
Growth
Target(s) are not attainable.
Target(s) are rigorous but achievable
Targets
Target(s) are not rigorous.
Target(s) are appropriately scaffolded
Target(s) are not appropriately scaffolded
Rationale describes how target(s) are
Rationale does not describe target alignment
aligned
Targets will not positively affect student learning
Rationale describes how target(s) will
and/or the achievement gap
Target
improve learning and help close the
Rationale does not adequately establish the rigor
Justification
achievement gap
of the learning target
Explains the rigor and attainability of the Rationale does not address the attainability of
target(s)
the target(s)
Description of assessment(s) included
No description of assessment(s) is included
Assessment(s) measure the identified
Assessment(s) do not measure the identified
objective(s)
skills outlined within the objective
Sources
Assessment(s) provide data to determine Assessment(s) does not provide the needed data
Of Evidence
if the objective(s) were met.
to measure the successfulness in meeting the
Multiple measures are used when
objective
necessary
Multiple measures are necessary, but not used
Does not detail the frequency of administration.
Details the frequency of and the dates for
Does not indicate the dates of administration.
administration
Assessment
Does not identify the person(s) responsible for
Identifies the person(s) responsible for
Administration
administering the assessment
administrating the assessment
&
Does not describe how evidence will be collected
Describes how evidence will be collected
Reporting
Does not describe how assessment will be
Describes how assessment will be scored
Protocol
scored
Rubrics or specific instructions for scoring
Does not describe or provide the type of rubrics
are attached (if necessary)
or instructions to be used for scoring
Date of Approval:
Evaluators Name
Evaluators Signature:

Adapted From:
Student Learning Objective Quality Check. (2013). Plymouth-Canton Education Association. Retrieved April 26, 2016:
http://www.iammea.org/pcea/workplace.html
Student Learning Objective Quality Review Tool. (2016). Rhode Island Department of Education. Retrieved April 26,
2016: http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-ExcellentEducators/Educator-Evaluation/Student-Learning-Objectives/SLO-quality-check-tool.pdf