Setting rigorous and ambitious learning goals, combined with the purposeful use of data through both formal and informal assessments, can lead to higher academic performance by students. There are a wide variety of data sources that may be used in conjunction with one another to help establish a student’s current level of learning, serving as a baseline for academic target setting within Student Learning Objectives (SLOs).
Utilizing a pre-assessment as a baseline measurement is not a requirement in SLOs. As an alternative, educators may want to triangulate past performance trends, historical data, and/or prior-year assessment results to determine the true level of student knowledge at the beginning of the SLO interval, providing useful information as targets are set for students. In addition to helping inform the targets set within an SLO, using baseline and/or trend data can help educators prioritize learning content, dedicate appropriate instructional time to various concepts, and can help to inform the use of differentiated instructional strategies.
- Review of how the learning standards, assessment design, and performance indicators can help an educator determine relevant data sources that can be used to establish a baseline of student performance.
- Discussion around the integral role data plays in SLOs, both in target setting and in driving classroom instruction throughout the year.
- Examples of how multiple data sources, including historical data, past performance trends, individual student scores, and student work samples can be used to establish patterns of performance that can help to inform appropriate targets for student growth.