How SMART is Your SLO?

Use this rubric for assessing the quality of your SLO.

It is not designed as a tool to determine your evaluation score.

Emerging Developing Advancing Mastery

Broad categories of The SLO is subject- The SLO is subject- The SLO is focused on a
content are listed or specific but does not specific and identifies specific learning
too many specific specify standards or key standards or skills outcome, identifies key
standards make the skills within the in the area of focus standards, skills and
S SLO either not subject area. but lacks specific knowledge needed to
specific or not evidence of high achieve that outcome,
strategic. priority need. and is based on
evidence of high
priority need.
Only the most The SLO incorporates The SLO incorporates Multiple measures are
recent annual more than one type of multiple measures used, both summative
summative measure summative measure. that are meaningful and formative, which
M is used. and provide can be used ongoing to
snapshots of student monitor progress and
performance at a make adjustments to
single point in time. instruction.
The SLO reflects a The SLO reflects a The SLO reflects a Realistic but significant
standard that is not standard of excellence standard of excellence improvement is
within the reach of that is within the that is within the articulated within a
those creating it or reach of those reach of those specified and
cannot be attained creating it but is creating it but may reasonable time frame.
A
within the stated neither time-specific not be sufficient to The SLO is motivating
time. nor challenging achieve substantially and worthy of pursuit
enough to motivate better student and addresses the needs
change. learning outcomes for of all learners.
all levels of learners.
The SLO specifies a An end result is The SLO is geared The domain (content
process (program, implied but not toward a specific area and standards) and
intervention or clearly articulated. result but may not be nature (academic) of
R strategy) as the academic in nature or the improved results
desired outcome. targeted to specific are clearly identifiable.
skills or knowledge.
No reference to time A broad category of Specific time frames Time frames are
is made. time is identified (e.g., are identified but may specifically identified,
weekly, monthly or not be connected to appropriate for the
T based on school the appropriate growth target and are
calendar). measure. linked to the measures
being used.