Student learning objectives: a Rhode Island case study

May combine two claims.

In the Rhode Island SLO implementation studied, educators supported the end goals of SLOs communicated by the state but identified key implementation issues such as flawed communication between district and teachers.

“The conclusions of this study help to fill a gap in the literature regarding the teacher experience with SLOs, suggesting that while educators support the end goals of SLOs communicated by the state, they identify key issues with implementation such as flawed communication between district and teachers.”

May combine two claims.

The SLO process reduced teacher isolation and increased dialogue at both school and district levels.

“One teacher, Kesha, (the researcher identified participants with pseudonyms in order to protect confidentiality) agreed with the aforementioned point and also shared that a lot of dialogue happened with colleagues and forced teachers to come out of isolation to collaborate at both the school level and at the district level.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The mid-year review was a good indicator of students' depth of understanding in regard to content.

“Celeste shared that the mid-year review was a good indicator of students' depth of understanding in regard to content.”

Classified as probably not a substantial claim. May combine two claims.

The SLO process facilitated on-going monitoring of student progress, allowing teachers to constantly reassess practice throughout the year.

“The SLO process, as perceived by some participants, was seen as having a positive impact on teacher process because it facilitated the on-going monitoring of student progress.The process allowed teachers to constantly reassess practice as they monitored student progress throughout the entire year.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Teachers did not want to allow for gaps in student knowledge.

“Teachers did not want to allow for gaps in student knowledge.”

Classified as probably not a substantial claim. May combine two claims.

Teachers viewed the SLO process as something that was in addition to what they do and was not done in tandem with what they already do as educators.

“Ashley shared that teachers viewed the SLO process as something that was in addition to what they do and was not done in tandem with what they already do as educators.”

May combine two claims.

Teachers collaborated to create common assessments and ensure coverage of important content.

“Other teachers in the study also shared that they collaborated with their colleagues to create common assessments while others worked together to ensure that they were focused on and covering the most important content.”

May combine two claims.

The increased use of formative assessments for on-going monitoring assisted in identifying whether students were performing and whether SLO targets would be reached, and teachers adjusted as necessary based on the information collected.

“The increased use of formative assessments for the purpose of on-going monitoring assisted in identifying whether students were performing and whether SLO targets would be reached and teachers adjusted as necessary based on the information that they collected.”

Classified as probably not a substantial claim. May combine two claims.

On-going monitoring contributed to adjustments in instruction and had a positive impact on teacher practice.

“He went on to share that on-going monitoring contributed to adjustments in instruction and had a positive impact on teacher practice.”

May combine two claims.

The process helped teachers have a clearer focus to achieve goals and sharpen focus on what needed to be achieved.

“One teacher, Celeste, highlighted that the process helped teachers have a clearer focus in order to achieve goals.”

• Also stated in: § SLOs brought about greater collaboration among teachers. · plain

  “According to the Curriculum Coordinator, Danielle, the process was helpful as it helped to sharpen the focus as to what needed to be achieved.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The common mission was to re-evaluate and ensure that all second grade students were working toward the same academic goals and using the same common assessments.

“For example, Ashley and Kenny shared that the common mission would be to re-evaluate and ensure that all second grade students were working toward the same academic goals and using the same common assessments.”

May combine two claims.

Collaboration within and across schools allowed teachers to look at data differently through collegial dialogue, which helped drive instruction and assess students' current performance.

“The collaboration within schools and across schools provided teachers with the chance to look at data differently through collegial dialogue.This sentiment was shared by Melissa who believed from her perspective as a teacher that looking at data differently helped to drive instruction and assess students' current levels of performance.”

May combine two claims.

SLOs helped with clarity of purpose, kept teachers on track, and aligned teaching with objectives.

“SLOs helped with clarity of purpose, helped teachers stay on track, and aligned teaching with objectives.”

Classified as probably not a substantial claim. May combine two claims.

SLOs captured priority content and made a difference.

“SLOs captured priority content and teachers were genuine in regard to the most important things that they teach and it made a difference.”

May combine two claims.

Goals for achievement became more explicit and instructional planning became more direct in order to achieve goals.

“The goals for achievement became more explicit and instructional planning became more direct in order to achieve goals.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Some teachers felt collaboration was pushed on them.

“Conversely, Karen openly shared that as teacher collaboration is helpful however; some teachers in her school felt it was pushed on them.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

One teacher implemented a new practice of doing an item analysis to determine where re-teaching needed to happen and allowed students to self-evaluate.

“Kesha implemented a new practice of doing an item analysis to determine where re-teaching needed to happen and she allowed students to self-evaluate.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Teachers became more conscious of their instruction and its impact.

“The common theme among some participants was the perception that teachers can become more conscious of their instruction and its impact.”

May combine two claims.

Participants used more formative assessments than ever before for on-going monitoring, giving timely feedback through on-demand assessments and allowing more discussion about student work and performance.

“Participants shared that they had more use of formative assessments than ever before, and used them to give timely feedback through on-demand assessments.This allowed for more discussion about student work and performance.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Teachers were more genuine about the most important knowledge and skills students needed to attain.

“In some ways, teachers were more genuine in regard to the most important knowledge and skills that students needed to attain.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Things kept changing, such as what teachers were told in regard to the way in which the targets should be set.

“Also, things kept changing, such as what teachers were told in regard to the way in which the targets should be set.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

The commissioner's vision was very different from the district's understanding, which caused more complications than one might expect.

“She went on to share that the commissioner came to the district for a visit and spoke about SLOs and her vision was very different from the district's understanding.This caused more complications than one might expect.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Erica stated that ownership for moving students was on teachers and there was no excuse when students did not increase in achievement.

“Erica mentioned that the ownership for moving students was on the teachers and there was no excuse when students did not increase in achievement.”

Classified as probably not a substantial claim. May combine two claims.

The pre- and post-test assessments were determined by the district and ultimately the targets were set by the district as well.

“Part of this challenge was that the pre-and post-test assessments were determined by the district and ultimately the targets were set by the district as well.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teachers could see growth with their students and were encouraged when they saw growth but found it disheartening when they did not.

“Danielle enjoyed the fact that teachers could see growth with their students and were encouraged when they saw growth but found it disheartening when they did not.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teachers were excited to see the amount of growth that had taken place and to identify where students performed well and where students struggled with content.

“Teachers were excited to see the amount of growth that had taken place and to identify where students performed well and where students struggled with content.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Participants stated that assessments, in general, were being created to capture isolated skills when a teacher's responsibility encompasses greater responsibilities than the teaching of isolated skills.

“Participants also stated that assessments, in general, were being created to capture isolated skills when a teacher's responsibility encompasses greater responsibilities than the teaching of isolated skills.”

Probably not a substantial claim: may not pass S1 (asserted). May combine two claims.

Because the district chose the assessments and teachers did have a choice in determining the baseline for their students, the process compromised the quality of assessments as there was some unfamiliarity with the assessments that were chosen.

“According to participants, because the district chose the assessments and teachers did have a choice in determining the baseline for their students, the process compromised the quality of assessments as there was some unfamiliarity with the assessments that were chosen.”

Classified as probably not a substantial claim. May combine two claims.

Participants agreed that the theoretical foundation of SLOs is reasonable and that teachers should be empowered to set targets and choose assessments for their students, but this was not the case in how the process was actually implemented.

“Participants were in agreement that the theoretical foundation of SLOs is reasonable.They agreed that teachers should be empowered to set targets and choose assessments for their students.However, it seemed as if that was not the case in regard to how the process was actually implemented.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

It was somewhat easier for teachers in the areas of math and reading to get support and have access to assessments, but this was more difficult for teachers in non-tested subjects as there was a lack of instruments to use.

“Karen shared that it was somewhat easier for teachers in the areas of math and reading to get support and have access to assessments.However, this was more difficult for teachers in non-tested subjects as there was a lack of instruments to use.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The interim superintendent did not want to deal with the fight of forcing more rigorous goals based on students' appropriate levels of preparedness.

“There was an interim superintendent at the time who did not want to deal with the fight of forcing more rigorous goals based on students' appropriate levels of preparedness.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Teachers claimed they were supposed to make those decisions because they knew the students, whereas district level administrators did not know the students.

“However, teachers claimed they were supposed to make those decisions because they knew the students, whereas, district level administrators did not know the students.”

Classified as probably not a substantial claim.

Due to blanketed goals, teachers found goals were too low for some and too high for others.

“Due to the fact that there were blanketed goals, the teacher found goals were too low for some and too high for others.”

Classified as probably not a substantial claim.

Celeste shared that during a beginning-of-year in-service, teachers were given only one day to write the SLO.

“Celeste shared that during a beginning of the year in-service, teachers were given only one day to write the SLO, and no professional development beyond that was given.”

Classified as probably not a substantial claim.

The disparity in the targets created a lack of trust in using the SLO as a measure that impacted a teacher's evaluation.

“The disparity in the targets created a lack of trust in using the SLO as a measure that impacted a teacher's evaluation.”

Classified as probably not a substantial claim.

Participants shared that the directions provided by the state and the district about target setting was loose and inconsistent.

“Participants shared that the directions provided by the state and the district about target setting was loose and inconsistent.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Determining the most appropriate amount of student learning was a challenge.

“Determining the most appropriate amount of student learning was also a challenge.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Participants made it clear that there was no historical data upon which the district could base projections after setting targets.

“Participants made it clear that there was no historical data upon which the district could base projections after setting targets.”

Classified as probably not a substantial claim. May combine two claims.

Teachers and evaluators were constantly rewriting and always questioned what administrators were looking for.

“Teachers and evaluators were constantly rewriting and always questioned what administrators were looking for.”

May combine two claims.

The state provided a guidebook and samples on the RIDE website, and participants noted specifically that the language around target setting was unclear.

“However, the researcher did identify that the state provided a guidebook and samples on the RIDE website, and participants noted specifically that the language around target setting was unclear.”

Classified as probably not a substantial claim.

Participants believed the SLO process promoted more accountability for teachers and students alike.

“The belief among participants was that the process promoted more accountability for teachers and students alike.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Normally, when discussing student growth, the conversation pertained solely to state testing results; this process helped teachers determine where they needed to help kids grow more and where they needed to grow in their practice.

“Normally, when discussing student growth, the conversation pertained solely to state testing results, a process that helped teachers determine where they needed to help kids grow more and where they needed to grow in their practice.”

Probably not a substantial claim: may not pass S1 (asserted). May combine two claims.

SLOs were set for teachers by the district, which was found to be unfair as it devalued the participant because the district chose the level of growth they felt was accurate.

“Karen shared that SLOs were set for teachers by the district and found that to be unfair as it devalued the participant because the district chose the level of growth they felt was accurate.”

Classified as probably not a substantial claim.

No professional development beyond the one-day beginning-of-year in-service was given.

“Celeste shared that during a beginning of the year in-service, teachers were given only one day to write the SLO, and no professional development beyond that was given.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The process needed to be refined to provide clearer and more precise language because participants found the language to be vague and this was the cause of some stress.

“One point made was that the process needed to be refined to provide clearer and more precise language because participants found the language to be vague and this was the cause of some stress.”

Classified as probably not a substantial claim. May combine two claims.

Participants described a need for improvement in implementation of the process because lack of consistency and understanding may have kept the process from doing what it was intended to do.

“They described a need for improvement in implementation of the process as the lack of consistency and understanding may have kept the process from doing what it was intended to do.”

Probably not a substantial claim: may not pass S1 (asserted). May combine two claims.

The process prompted the use of more formative assessments that allowed for timely feedback in regard to student performance and promoted student growth.

“One teacher pointed out that the process prompted the use of more formative assessments that, in turn, allowed for timely feedback in regard to student performance and promoted student growth.”

Classified as probably not a substantial claim. May combine two claims.

The lack of clarity made teachers more worried about teaching the specific skills that would only be found on a pre-selected assessment by district leadership, which stifled the teaching process and teachers' creativity.

“The lack of clarity made teachers more worried about teaching the specific skills that would only be found on a pre-selected assessment by district leadership and that actually stifled the teaching process and stifled teachers' creativity.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Maintaining consistency among schools was challenging.

“It was also challenging to maintain consistency among schools.”

May combine two claims.

The use of formative assessments increased and helped teachers use data to identify where students were excelling and where more attention was needed.

“The use of formative assessments increased and helped teachers to use data from assessments to better identify where students were excelling and where more attention was needed.”

May combine two claims.

All participants stated that they believe in and like the theory behind SLOs.

“the most profound revelation from completing this research is that all participants stated that they believe in and like the theory behind SLOs.”

Classified as probably not a substantial claim.

Teachers wanted more direction in creating and choosing quality assessments.

“Teachers wanted more direction when it came to creating and choosing quality assessments.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

There was recognition that there were not enough common assessments across grade levels.

“One participant saw this in a positive light, pointing out that the process highlighted the lack of quality assessments that could be a catalyst for needed change; at least, she explained, there was recognition that there were not enough common assessments across grade levels.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There was no help in creating assessments.

“Moreover, there was no help in creating assessments.”

May combine two claims.

Participants felt that the SLO process was not being implemented in the nature in which it had been designed by the state, with urgent problems to address around assessments.

“A central challenge identified was that the participants felt that the process was not being implemented in the nature in which it had been designed by the state, with urgent problems to address around assessments.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Because the need for quality assessments became apparent, teachers began creating data teams to determine whether students were meeting objectives.

“Participants also shared that because the need for quality assessments became apparent through this process, teachers began creating data teams to determine whether students were meeting objectives.”

May combine two claims.

In some schools there were no common assessments available at all, making the process more difficult for teachers outside the core subject areas.

“The case study interview also highlighted the fact that in some schools there were no common assessments available at all, making the process more difficult for teachers outside the core subject areas.”

Classified as probably not a substantial claim.

Erica shared there was no professional development around collecting data and administering assessments over time toward making targets.

“Erica shared that there was also no professional development around collecting data and administrating assessments over time toward making the targets.”

The quote only partly states this claim.

SLOs facilitated re-teaching, as perceived by the study participants.

“(4) SLOs facilitated re-teaching;”

The quote only partly states this claim.

SLOs facilitated on-going monitoring of student progress, as perceived by the study participants.

“(3) SLOs facilitated on-going monitoring of student progress;”

May combine two claims.

Participants who collaborated in the creation of assessments said the assessments were not vetted by anyone but themselves and were approved without review.

“The participants who collaborated in the creation of assessments also shared that the assessments were not vetted by anyone but themselves and were approved without review.”

May combine two claims.

Participants now look at data differently as a way to drive their instruction and assess how students are progressing and where they need additional supports.

“Participants shared that they now look at data differently as a way to drive their instruction and assess how students are progressing and where they need additional supports.”

May combine two claims.

The SLO process promoted collaboration in the design of and confirmed the need for common tasks.

“The process has promoted collaboration in the design of and confirmed the need for common tasks.”

The quote only partly states this claim.

SLOs facilitated consistency within and among schools, as perceived by the study participants.

“(5) SLOs facilitated consistency within and among schools.”

May combine two claims.

Teachers use formative assessments to monitor ongoing progress in order to adjust their own practice or to provide additional supports to students.

“They also use formative assessments to monitor on-going progress in order to adjust their own practice or to provide additional supports to students.”

May combine two claims.

Engaging in dialogue, collaborating with colleagues, and increasing the focus on student learning were common themes among administrators and teachers in the study.

“Engaging in dialogue, collaborating with colleagues and increasing the focus on student learning have shown through this research to be a common theme among administrators and teachers in the study.”

Classified as probably not a substantial claim.

Participants felt that the SLO process did overlap with and document core work they were already doing.

“participants' feelings that the SLO process did overlap with and document core work they were already doing”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Student learning objectives promote conversations between educators and their evaluators around student results, which can ultimately foster improved teaching practice and student learning.

“Lachlan-Hache, Cushing, and Bivona (2012) suggest that student learning objectives “promote conversations between educators and their evaluators around student results, which can ultimately foster improved teaching practice and student learning” (p.1).”

• cites Lachlan-Hache, Cushing, and Bivona (2012)Not checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

SLOs improve the quality of and increase teachers' usage of multiple forms of measurement.

“Slotnik et. al. (2013) also goes on to mention that SLOs improve the quality of and increases the teacher's usage of multiple forms of measurement.”

• cites Slotnik et. al. (2013)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The SLO process allows the primary focus to be on outputs rather than inputs, on what students learned and how they learned instead of on the teacher's input into the student for memorization or regurgitation.

“This allows for the primary focus to be on outputs rather than inputs, on what students learned and how they learned instead of on the teacher's “input” into the student for memorization or regurgitation back to the teacher.”

• AssumptionRests on an assumption: The SLO process builds in the opportunity for ongoing adaptation and adjustments based on data to drive instruction and measure student learning.

Classified as probably not a substantial claim.

The act of learning can be called transformative only if it involves a fundamental questioning or reordering of how one thinks or acts.

“Brookfield (2000) states, “the act of learning can be called transformative only if it involves a fundamental questioning or reordering of how one thinks or acts” (p.139).”

• cites Brookfield (2000)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

The process of transformative change begins with a disorienting dilemma or experience.

“Poutiatine (2010) identifies with Mezirow (2000) in the sense that the process of transformative change begins with a disorienting dilemma or experience.”

• cites Poutiatine (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Mezirow (2000)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Mezirow's Transformative Learning Theory is an adult education based theory that looks at deep learning, not just content or process learning.

“Mezirow refers to Transformative Learning Theory as an adult education based theory that looks at “deep learning,” not just content or process learning.”

• cites Mezirow, 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The development of a uniformed process to setting and measuring student learning in tested and non-tested grades and subjects could aid in shifting professional and instructional practice.

“The idea of creating objectives to guide student learning may not be new to the field of education, however the development of a uniformed process to setting and measuring student learning in tested and non-tested grades and subjects could aid in shifting professional and instructional practice.”

• AssumptionRests on an assumption: There is a lack of research or knowledge about SLOs and their implementation in the literature.

Classified as probably not a substantial claim.

Disorienting dilemmas can be born out of new information or new behavior.

“Poutiatine (2010) states “disorienting dilemmas can be born out of new information or new behavior” (p. 194).”

• cites Poutiatine (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

The requirement that all educators create SLOs could ensure that learning opportunities have less of a focus on accomplishing rudimentary tasks, but more of a focus on understanding and applying concepts.

“The SLO process in Rhode Island has significance not only for further improvement within the state but for other states implementing the SLO, as the requirement that all educators create SLOs could ensure that learning opportunities have less of a focus on accomplishing rudimentary tasks, but more of a focus on understanding and applying concepts (RIDE, 2012, pg. 29).”

• cites RIDE, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• AssumptionRests on an assumption: Beginning in 2012-2013, all educators throughout Rhode Island were required to set SLOs as one component of their evaluation.

Classified as probably not a substantial claim. May combine two claims.

SLOs are grounded in classroom practice and can reveal where assessment practices are ineffective.

“Slotnik, et. al. (2013) states that SLOs are grounded in classroom practice and because of that they can reveal where assessment practices are ineffective (p.33).”

• cites Slotnik, et. al. (2013)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

SLOs get better results than conventional instructional objectives because they are developed and implemented through a more thoughtful, evidence-based process with a more selective use of teaching and assessment practices.

“Slotnik, et. al. (2013) also writes that “ SLOs get better results than conventional instructional objectives because they are developed and implemented through a more thoughtful, evidence-based process with a more selective use of teaching and assessment practices” (Slotnik, et. al. 2013, p. 30).”

• cites Slotnik, et. al. 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Assessing students along the way could ensure that students are moving along the correct path and serve as notification when there is a need for course correction.

“Assessing students along the way could ensure that students are moving along the correct path and serve as notification when there is a need for course correction.”

Classified as probably not a substantial claim. May combine two claims.

Transformation requires leaders to expand their worldviews and increase their awareness and skills.

“Anderson and Anderson (2001) call attention to the fact that “transformation requires leaders to expand their worldviews and increase their awareness and skills” (p.50).”

• cites Anderson and Anderson (2001)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Assessing learning as a practice can increase student achievement and promote the utilization of assessments for the purpose of student learning.

“According to Stiggins (2005), assessing learning as a practice can increase student achievement and promote the utilization of assessments for the purpose of student learning.”

• cites Stiggins (2005)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Assessments drive instruction, but assessments often lack the primary goal of guiding instructional decisions.

“According to Olson (2003), assessments drive instruction, but assessments often lack the primary goal of guiding instructional decisions.”

• cites Olson (2003)Not checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

The process of stating objectives provides a clear understanding of the purpose of the session and serves to clarify the teacher's expectations.

“This process provides a clear understanding of the purpose of the session and serves to clarify the teacher's expectations.”

• cites Wittman-Price & Fasolka 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

For many years learning objectives were considered an essential foundation of any educational endeavor.

“According to Wittman-Price and Fasolka (2010), for many years learning objectives were considered an essential foundation of any educational endeavor.”

• cites Wittman-Price and Fasolka (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The empirical articles that exist related to learning objectives focus on learning objectives in the health and business professions, with few articles on research in education.

“The empirical articles that do exist related to learning objectives focus on learning objectives in the health and business professions, with few articles on research in education.”

• cites Wallace-Carr and Hardin (2010) sourceNot checked — no full text of the source
• cites Wittman-Price and Fasolka (2010)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Assessments must provide an answer about where a student is located in his or her learning, not only once a year or every few weeks, but continuously while the learning is happening.

“Stiggins and Defour (2009) also support the aforementioned concept by mentioning that assessments must provide an answer about where a student is located in his or her learning, not only once a year or every few weeks, but continuously while the learning is happening (p.641).”

• cites Stiggins and Defour (2009)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Common assessments created by teams of teachers who teach the same course or grade level represent a powerful tool in effective assessment.

“According to Stiggins and Dufour (2009), common assessments that are created by teams of teachers who teach the same course or grade level represent a powerful tool in effective assessment.”

• cites Stiggins & DeFour, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Learning objectives for students could possibly serve as a way for students to demonstrate their levels of knowledge as measured by assessments within the K-12 academic setting.

“Learning objectives for students could possibly serve as a way for students to demonstrate their levels of knowledge as measured by assessments within the K-12 academic setting.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Assessment for learning is continuous and occurs while learning is taking place so that there is time to use the data from the assessment to be helpful.

“Assessment for learning is continuous and occurs while learning is taking place so that there is time to use the data from the assessment to be helpful (Stiggins, 2005, pg. 2).”

• cites Stiggins, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In many instances, the test is not an assessment that guides instructional decisions; it is, instead, just another assignment that will become a grade in the gradebook.

“Sanford and Reeves (2005) suggest that “in many instances, the test is not an assessment that guides instructional decisions; it is, instead, just another assignment that will become a grade in the gradebook (p.18).”

• cites Sanford and Reeves (2005)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Assessments for learning acknowledge the importance of the instructional decisions made by students and their teachers working as a team.

“Stiggins (2005) supports Olson by suggesting that assessments for learning acknowledge the importance of the instructional decisions made by students and their teachers working as a team (p. 1).”

• cites Stiggins (2005)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Connected, big-picture learning experiences tend to foster a better understanding of content than disjointed lesson plans that are activity-based.

“Wiggins and McTighe (2011) suggest that connected, big-picture learning experiences tend to foster a better understanding of content than disjointed lesson plans that are activity-based.”

• cites Wiggins and McTighe (2011)Not checked — no full text of the source

Classified as probably not a substantial claim.

Achieving a greater autonomy in thinking is a product of transformative learning.

“This type of autonomy is supported by Mezirow (2000) who believes that “achieving a greater autonomy in thinking is a product of transformative learning” (p.29).”

• cites Mezirow (2000)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Working together to identify what growth looks like and develop a common vision can assist teachers in their quest to increase student performance.

“Working together to identify what growth looks like and develop a common vision can assist teachers in their quest to increase student performance.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Learning outcomes are blueprints; they provide the guide to teaching what is intended to be taught.

“Mager (1997) describes learning outcomes as blueprints; they provide the guide to teaching what is intended to be taught.”

• cites Mager (1997)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Educators should avoid setting learning objectives that are too broad or too narrow.

“Dean, Hubbell, Pitler, and Stone (2012) caution educators from setting learning objectives that are too broad or too narrow.”

• cites Dean, Hubbell, Pitler, and Stone (2012)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Learning objectives should be born out of the appropriate content that is to be taught but should not necessarily stand alone.

“Learning objectives should be born out of the appropriate content that is to be taught but should not necessarily stand alone.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Learning goals are more about the overall knowledge that a student is intended to gain over a period of time and are appropriate for a specified interval of instruction.

“Learning goals are more about the overall knowledge that a student is intended to gain over a period of time and is appropriate for a specified interval of instruction.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The gap in literature supports the fact that there is separation between assessments and learning objectives.

“The gap in literature supports the fact that there is separation between the two entities.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Setting the stage from the beginning by identifying the end goal provides up front for the student the destination that they are trying to reach.

“Setting the stage from the beginning by identifying the end goal provides up front for the student the destination that they are trying to reach.”

Probably not a substantial claim: may not pass S2 (checkable).

The proper size of a learning objective ensures that an objective is not meaningless because it is too broad or limits learning because it is too narrow.

“The proper size of a learning objective ensures that an objective is not meaningless because it is too broad or limits learning because it is too narrow.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The use of formative and summative assessments aligns with the thinking outlined in James Stronge's Qualities of an Effective Teacher.

“The use of formative and summative assessments aligns with the thinking that is outlined in James Stronge's Qualities of an Effective Teacher.”

• cites James Stronge's Qualities of an Effective TeacherNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

The use of learning objectives could expand beyond adult learning to student learning by applying the same concept within K-12 settings.

“The use of learning objectives could expand beyond adult learning to student learning by applying the same concept within K-12 settings.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Learning objectives differ from learning targets as they are more for the long haul and geared toward more than just knowing a chunk of a specified content.

“Learning objectives differ as they are more for the long haul and geared toward more than just knowing a chunk of a specified content.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Efforts are made to align classroom activities and assessments with learning objectives as part of a college course.

“Fata-Hartley (2011) notes that as a part of a college course, efforts are made to align classroom activities and assessments with learning objectives.”

• cites Fata-Hartley (2011)Not checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

There are multiple challenges involved in implementing any district program or initiative, especially regarding systems linked to teacher evaluation.

“There are multiple challenges involved in implementing any district program or initiative, especially regarding systems linked to teacher evaluation.”

Probably not a substantial claim: may not pass S2 (checkable).

The application of the practice of stating objectives to classroom practice would be to set learning objectives for not just a lesson but to have a clear identified set of learning objectives for an academic year.

“The application of this practice to classroom practice would be to set learning objectives for not just a lesson but to have a clear identified set of learning objectives for an academic year.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

If learning objectives are considered a roadmap for learning, then there should be stops along the way to ensure students are continuing the right path, and those stops would be formative and summative assessments.

“If learning objectives could be considered a roadmap for learning then one could argue there should be stops along the way to ensure that students are continuing the right path, and those stops along the way would be done in the form of formative and summative assessments.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

It is important to ensure that assessments used are well-aligned with learning objectives and the cognitive complexities of the learning activities chosen.

“She also highlights the importance of ensuring that the assessments that are used are well-aligned with learning objectives and the cognitive complexities of the learning activities that are chosen.”

• cites Fata-Hartley (2011)Not checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Creating and approving learning objectives while focused on specific content and the learning process can allow for the classroom to transform into a setting where deep learning opportunities take place.

“Creating and approving learning objectives while focused on specific content and the learning process can allow for the classroom to transform into a setting where deep learning opportunities take place.”

Classified as probably not a substantial claim.

Conducting a qualitative research study within the district studied serves as a means to capture the challenges, successes, and all nuances of implementation.

“Conducting a qualitative research study within the district studied serves as a means to capture the challenges, successes, and all nuances of implementation.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Clearly communicating learning objectives to students allows them to have a vision of what they are to attain.

“Clearly communicating learning objectives to students allows them to have a vision of what they are to attain.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

To date, assessments and learning objectives have been a part of two separate conversations and the literature suggests that students would benefit from both being a part of the same conversation.

“To date, it seems as though assessments and learning objectives have been a part of two separate conversations and the literature suggests that students would benefit from both being a part of the same conversation.”

Classified as probably not a substantial claim.

Learning goals and objectives are quite often confused.

“According to Marzano (2007), these two concepts are quite often confused.”

• cites Marzano (2007)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

In order to determine the proper grain size, an educator must be knowledgeable about the standards for their specific content area and be able to communicate standards and objectives.

“In order to determine the proper grain size, an educator must be knowledgeable about the standards for their specific content area and be able to communicate standards and objectives.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The learning objective process aligns with professional practice, where outcomes promote quality improvement.

“Glennon (2006) identifies that the learning objective process also aligns with professional practice, where outcomes promote quality improvement.”

• cites Glennon (2006) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The activities the educator chooses are the vehicle which helps move the students towards the attainment of the overall learning goals or objectives.

“In essence, the activities the educator chooses are the vehicle which helps move the students towards the attainment of the overall learning goals or objectives.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The communication of learning objectives should be free of jargon so that students and parents can be engaged in the learning process.

“The communication should be free of jargon so that students and parents can be engaged in the learning process.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

It is important to have knowledge of assessments and how to use them and a clear understanding as to how they pair well with the usage of learning objectives.

“It is not just important to have knowledge of assessments and how to use them but it is just as important to have a clear understanding as to how they pair well with the usage of learning objectives.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The learner's changed behavior is evaluated after the completion of the session to demonstrate that learning took place.

“The learner's changed behavior is evaluated after the completion of the session to demonstrate that learning took place (Wittman-Price & Fasolka 2010, p.233).”

• cites Wittman-Price & Fasolka 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Stronge's research suggests the tremendous emphasis that should be placed on knowing your students.

“Stronge's research suggests the tremendous emphasis that should be placed on knowing your students.”

• cites StrongeNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

It is important to clearly communicate the learning objectives not only to students, but to parents as well.

“Dean, et. al, (2012), argue that it is important to clearly communicate the learning objectives not only to students, but to parents as well.”

• cites Dean, et. al, (2012)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

In mastering or making progress towards a standard it is important to identify the appropriate amount of learning that can take place within an identified interval of instruction.

“In mastering or making progress towards a standard it is important to identify the appropriate amount of learning that can take place within an identified interval of instruction.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

Effective educators are knowledgeable of their students and how they perform best.

“Effective educators are knowledgeable of their students and how they perform best.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

When it comes to the need for overall buy-in of a new initiative to implement most effectively, the anxiety that teachers feel will likely lead to challenges with implementation in any state.

“Hence when it comes to the need for overall buy-in of a new initiative to implement most effectively, the anxiety that teachers feel will likely lead to challenges with implementation in any state.”

• AssumptionRests on an assumption: Throughout Rhode Island there has been anxiety surrounding the implementation of the new evaluation system.

Classified as probably not a substantial claim.

The researcher used the coding as a means to identify themes by using the participants' actual words as identified by their accounting of their own experience in using the SLO process as it correlates with the research questions.

“The researcher used the coding as a means to identify themes by using the participants' actual words as identified by their accounting of their own experience in using the SLO process as it correlates with the research questions.”

Classified as probably not a substantial claim. May combine two claims.

The curriculum coordinator and the two DEs were a pivotal component in receiving training from the state department of education, training their staff on the SLO process and ensuring process reliability and validity.

“The curriculum coordinator and the two DEs in the district were a part of the study also because they were a pivotal component in receiving training from the state department of education, training their staff on the SLO process and ensuring process reliability and validity.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The researcher sent interview questions to Lisa Lachlan-Hache and Ellen Cushing for review.

“After the researcher designed the questions for the interviews, she sent via email a set of questions for review by Lisa Lachlan-Hache and Ellen Cushing who continue to work with SLOs on a national level.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The researcher gathered a purposeful sampling of participants.

“The researcher was successful in gathering a purposeful sampling of participants (Maxwell, 2008).”

• cites Maxwell, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Participants provided consent that allowed the researcher access to documents for review.

“Participants provided consent that allowed the researcher access to documents for review.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The researcher clarified to participants that she was interviewing them as a researcher, not as a state employee representing the department of education, to mitigate risk.

“In part to mitigate this risk, the researcher clarified to the individuals participating in the study that she was interviewing them in the role of a researcher and not a state employee representing the department of education.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The researcher's service as former employee of the Rhode Island Department of Education could have served as a risk to the study.

“The researcher's service as former employee of the Rhode Island Department of Education could have served as a risk to the study.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The interview format assisted the researcher in determining the applicability of any issues that arose during the SLO process that transferred across subject areas or grade levels.

“The interview format assisted the researcher in determining the applicability of any issues that arose during the SLO process that transferred across subject areas or grade levels.”

Probably not a substantial claim: may not pass S3 (load-bearing).

As a part of the research design, questions were developed to ensure consistent question content among the participants.

“As a part of the research design, questions were developed to ensure consistent question content among the participants.”

Probably not a substantial claim: may not pass S2 (checkable).

A qualitative study marries well with the reflective collection and interpretation of data needed to capture the spirit in which participants determine how implementation impacted and informed teaching and learning in their schools.

“A qualitative study marries well with the reflective collection and interpretation of data that will need to take place in order to capture the spirit in which participants determine how implementation impacted and informed teaching and learning in their schools (Creswell, 2009, p. 175-176).”

• cites Creswell, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

The process of conducting interviews and reviews of SLOs provided insight into teachers' understanding of the process and how their level of knowledge helped them to set SLOs.

“The process of conducting interviews and reviews of SLOs provided insight into teachers' understanding of the process and how their level of knowledge helped them to set SLOs.”

Classified as probably not a substantial claim.

In order to reduce the risk of unanticipated bias, data was collected in a variety of ways.

“In order to reduce the risk of unanticipated bias, data was collected in a variety of ways.”

Classified as probably not a substantial claim.

All teachers were asked the same set of questions to probe the impact of the SLO on their practice.

“All teachers were asked the same set of questions to probe the impact of the SLO on their practice.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The rights and welfare of all participants were protected and respected throughout the study, in part by providing an assurance of confidentiality.

“The rights and welfare of all participants in the study were protected and respected throughout the entire process, in part by providing them with an assurance of confidentiality.”

Probably not a substantial claim: may not pass S3 (load-bearing).

To provide neutrality to the study, the researcher triangulated the data collected to ensure that the study was not contaminated by bias.

“To provide neutrality to the study, the researcher triangulated the data collected to ensure that the study was not contaminated by bias.”

Probably not a substantial claim: may not pass S3 (load-bearing).

According to Maxwell (2008), qualitative researchers are able to understand how events, actions, and meanings are shaped by the unique circumstances in which these occur.

“Thus, also according to Maxwell (2008), they are able to understand how events, actions, and meanings are shaped by the unique circumstances in which these occur (pg.221).”

• cites Maxwell (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Each interview was unable to be audio recorded by the researcher as it was initially intended due to a technical glitch.

“Each interview was unable to be audio recorded by the researcher as it was initially intended due to a technical glitch.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In an effort to be transparent and to ensure that the participants were not deceived, the researcher disclosed that she was the project leader of the Student Learning Objective component designed by RIDE.

“In an effort to be transparent and to ensure that the participants were not deceived, the researcher disclosed that she was the project leader of the Student Learning Objective component designed by RIDE.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A purposeful sampling allows for a deliberate selection of participants in order to gather important information that may not be able to be attained by other choices.

“A purposeful sampling as identified by Maxwell (2008) allows for a deliberate selection of participants in order to gather important information that may not be able to be attained by other choices (p.235).”

• cites Maxwell (2008)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Including a curriculum coordinator and two district evaluators as participants ensured a purposeful and robust sampling to gather meaningful data.

“In order to ensure a purposeful and robust sampling to gather meaningful data, the researcher included a curriculum coordinator and two district evaluators (DEs) as participants.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

This bias could skew the answers to questions, but the researcher asked that the participants focus on their implementation of the SLO process for the 2012-2013 academic school year.

“This bias could skew the answers to questions, but the researcher asked that the participants focus on their implementation of the SLO process for the 2012-2013 academic school year.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Participants had the right to remove themselves from the interview portion of data collection at any time and for any reason.

“The participants who took part had the right to remove themselves from the interview portion of the data collection process at any time they deemed appropriate and for any reason they deemed”

May combine two claims.

Over time, more teachers grew into using data to drive instruction, which in turn impacted student learning.

“Over time, more teachers grew into the practice of using data to drive instruction which, in turn, impacted student learning.”

Classified as probably not a substantial claim.

The intention of the state was to empower teachers to work together to choose the most important content and have them set targets and choose assessments after reviewing the academic make up of their classroom and after collecting baseline data.

“The intention of the state was to empower teachers to work together to choose the most important content and have them set targets and choose assessments after reviewing the academic make up of their classroom and after collecting baseline data (RIDE, 2012, p. 30).”

• cites RIDE, 2012, p. 30Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The SLO process allowed teachers to have their practice make academic gains and provided a structure for leading teachers to realize data were important.

“So, the process allowed teachers to have their practice make academic gains and provided a structure for leading teachers to realize the data were important.”

Classified as probably not a substantial claim.

The Rhode Island Educator Evaluation and Support System advises that teachers should create targets after reviewing their students' academic historical data so that baseline data is used to set appropriate targets.

“The Rhode Island Educator Evaluation and Support System (2012) advises that teachers should create targets after reviewing their students' academic historical data so that baseline data is used to set appropriate targets.”

• cites Rhode Island Educator Evaluation and Support System (2012)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

One day of training was not enough.

“One day of training was not enough.”

May combine two claims.

Targets were set by the district for the teacher, which goes against the core intentions of the SLO process.

“Instead the targets were set by the district for the teacher, which goes against the core intentions of the SLO process.”

May combine two claims.

The impact on teacher practice seemed to be viewed as indirect, while participants' descriptions allude to an adjustment in professional practice.

“The impact on their practice seemed to be viewed as an indirect one as what they described does allude to an adjustment in professional practice.”

Classified as probably not a substantial claim. May combine two claims.

The team approach according to Stiggins and DeFour provides a powerful format through which teachers can learn how to create or choose high-quality assessments and which can assist the team in creating a common understanding of standards and a common vision.

“The team approach according to Stiggins and DeFour (2009) provides a powerful format through which teachers can learn how to create or choose high-quality assessments and which can assist the team in creating a common understanding of standards and a common vision.”

• cites Stiggins and DeFour (2009)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The researcher obtained Institutional Review Board (IRB) approval and followed all pre-determined parameters of data collection, analysis and reporting.

“The researcher obtained Institutional Review Board (IRB) approval and followed all pre-determined parameters of data collection, analysis and reporting.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The teachers who set the SLOs remain confidential: names of teachers are not shared and the school from which the SLO sample was drawn remains nameless under the OSSD pseudonym.

“The teachers who had set the SLOs remain confidential.Names of teachers are not shared in the study and the school from which the SLO sample was drawn also remains nameless under the OSSD pseudonym mentioned earlier.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Providing confidentiality allowed participants not to be placed in an undesirable position where they could receive unwanted attention from colleagues or administrators for participating in the study.

“Providing confidentiality allowed for the participants to not be placed in any undesirable position to which they could receive unwanted attention by participating in a study from colleagues or administrators.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The absence of secondary grade level and non-core subject participants provides a void in the study.

“The absence of these participants provides a void in the study.”

May combine two claims.

Representatives from core subjects were all at the elementary and middle school levels, and building-level administrators were all from the elementary level.

“While there were representatives from core subjects, they were all at the elementary level and middle school levels, and building level administrators were all from the elementary level.”