Among SLO districts the most frequently reported benefit was increased collaboration, while alternative assessment-based value-added models were perceived as fairer than SLOs¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r? · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Among districts that used student learning objectives, the most frequently reported benefit was increased collaboration. → Moira McCullough 2015 q2 i? Alternative assessment-based value-added models were perceived as fairer than student learning objectives. → Moira McCullough 2015 (2)

Evidence¶

Moira McCullough 2015¶

Moira McCullough, Brittany English, Megan Hague Angus, Brian Gill. (2015). Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts. Washington, DC: Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs

q2 · i? · qualitative · r?

Stakeholder-perception finding from the eight-district implementation study: among SLO districts, "the most frequently reported benefit was increased collaboration."

"Among districts that used student learning objectives, the most frequently reported benefit was increased collaboration, whereas alternative assessment–based value-added models were perceived as fairer than student learning objectives."

Moira McCullough 2015 (2)¶

Moira McCullough, Brittany English, Megan Hague Angus, Brian Gill. (2015). Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts. Washington, DC: Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://ies.ed.gov/ncee/edlabs

q2 · i? · qualitative · r?

Stakeholder-perception finding from the same eight-district implementation study: respondents perceived alternative assessment-based value-added models as "fairer than student learning objectives."

"Among districts that used student learning objectives, the most frequently reported benefit was increased collaboration, whereas alternative assessment–based value-added models were perceived as fairer than student learning objectives."

Discussion¶

Related Claims¶

• Alternative student growth measures, especially student learning objectives, were used for many purposes beyond teacher evaluation — related
• Evidence on reliability and validity of alternative student growth measures, especially student learning objectives, is limited — related
• In every district, more educators agree than disagree that they share a common language for the SLO process — related
• Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items — related
• Educators report insufficient SLO training and scarce SLO quality rating rubrics as key implementation challenges — related
• Educator perceptions of TPE become more positive with each year of implementation — related
• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
• Teachers in the top quartile of districts on SLO support report receiving at least five SLO support strategies at rates 20 percentage points higher than teachers in the bottom quartile — related