Student Learning Objectives (SLOs)

Using the SLOs in Classroom


The SLOs for English Language Arts should be relatively simple to use to gather data about your students. Here are a few suggestions that may make the process easier for you and your students.


General Information

  • All pre-tests should be given during the first semester. There should be about 9 weeks between the pre- and post-tests.
  • The pre-assessment shouldn’t affect their grade unless you are grading annotations (that you have previously taught) and written reflections


BEFORE the assessment –

  • Let students know that the pre-assessment is a way for you to know where to start with teaching them the skills they will need to succeed in their class.
  • Remind students to annotate
  • Point out the “e” option – I do not know – and encourage them to use it. You want to know what they can do, not how well they can guess.
  • Print out the test and have students write on the test and include their answers – if technology is working, have them use a bubble sheet rubric sheet and staple it on top of the finished test for ease in scanning.
  • Remember that these assessments should be safeguarded as you would any other benchmark/test/assessment.


DURING the pre-assessment

  • Allow 40 minutes for the assessment. Some kids may finish early & that’s OK


AFTER the pre-assessment

  • For best results, use the SLO as a formative assessment. Identify the standard areas in which your students are weak, and plan your instruction to focus on those standards.
  • After students have taken this assessment, work with them on close reading and annotation.
  • Have them create their own assessments on the two standards assessed in the SLO.
  • Teach the skills needed to do well on the assessment.


Give the Post-test

  • Remind students to annotate their work.
  • When they are finished, have them reflect and write about how they did, what progress they have noted and so on.
  • After scores are recorded – you may grade the post-test – then pass out the originals and have a discussion about how they did, what progress they have really made and so on.
  • Theoretically, they should be smarter the second time through. J


The whole process should take two 45-minute sessions

SLO Assessments