True." This segment is the fourth and final segment of Module 5a. This segment focuses on the third step of the SLO development process: choose assessments and set the growth target. If you have not completed segments one, two, and three yet, please exit this presentation now and complete those segments prior to returning to this segment. We are moving right along and have now reached step three: choose assessments and set the growth target. In this step, we will finish completing the SLO template by addressing the assessments, growth targets, and rationale for growth target components. First, teachers will need to determine how they will assess student growth. As a reminder, assessments used on SLOs do not need to be pencil and paper tests; however, they must meet specific criteria. These criteria include the following: - Assessments should be reviewed by content experts. - Assessments should be aligned to content standards identified in your SLO. - Assessments should have sufficient stretch. - Assessments should be valid and reliable. If you need to review any of these terms, please review the materials for Module 2 or consult the ODE provided document entitled "Guidance for Selecting Appropriate Assessments." At this point, I'd like to highlight two additional considerations regarding assessments. When appropriate, teachers should consider using the same assessment as colleagues who teach the same course or subject. Doing so will increase comparability across SLOs. For example, if all fourth-grade teachers teach mixed-ability science classes using the same curriculum throughout the district, having one assessment that all fourth-grade science teachers administer can help ensure that these SLOs are comparable across teachers. However, if a teacher on the 9th-grade mathematics team teaches accelerated mathematics that follows the 10th-grade curriculum, and the rest of the team teaches courses that follow the 9th-grade curriculum, then the accelerated mathematics...
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