Learning Target Four “ I can plan meaningful success criteria that both students and teacher can use to assess evidence of understanding”

Learning Target Four “ I can plan meaningful success criteria that both students and teacher can use to assess evidence of understanding”

© S. M. Brookhart & C. M. Moss, 2014 2

Success Criteria Complete the Learning Target

Learning Target

Statement

Lesson-sized Chunk of Concepts and Skills

Performance of

Understanding

Student Look-fors (Success Criteria)


The Whole Thing is the Learning Target

Learning Target

Statement

Lesson-sized Chunk of Concepts and Skills

Performance of

Understanding

Student Look-fors (Success Criteria)


Success CriteriaStudents “look-fors”

Sharable in several ways I can statementsRubricsChecklistsGuiding questionsBy analyzing exemplars


Success CriteriaView the video

https://www.youtube.com/watch?v=cazZckbvBMc

Shows a 2nd grade teacher setting up students for success in a lesson about using powerful words in writing.

What do you notice about this teacher’s use of success criteria?

Now watch this cliphttps://www.youtube.com/watch?v=IiTsPPSqZfQ

https://www.youtube.com/watch?v=IiTsPPSqZfQ

https://www.youtube.com/watch?v=IiTsPPSqZfQ


Avoid Two Common Errors

Success criteria that amount to restating the learning target

Success criteria that focus on following directions or the requirements for the assignment


Success Criteria Should Help Students Interpret

Their LearningExample

LT -- I can do word problems requiring 2-digit addition.

Look-fors: I can say WHAT I did and WHY I did it. I can explain each step of my work, in order. I use math vocabulary words and strategy names. I use clear language that others can understand.


Success Criteria Should Help Students Interpret

Their LearningExample

LT -- I can graph linear equations by graphing coordinate points.

Look-fors: I can identify appropriate x-values in the domain for this

function. I can calculate the y-value for a given element of the

domain. I can graph coordinate points and connect them with a

line. I can use mathematical language in my explanations. I can explain the relationship between x and y in the

linear function.


Teacher shared learning targets/success criteria via the following communication modes:

Orally

H=92%M=96%L=96%

Written

H=67%M=46%L=25%

Displays

H=46%M=17%L=4%

Demos/ Modeling

H=54%M=25%L=29%

[25% of High Group teachers used all 4 modes]


Teacher communicated the learning targets and the success criteria

Prior to instruction

H=88%M=79%L=58%

During instruction/

ongoingH=71%M=67%L=46%

At the conclusion of instruction

H=54%M=4%L=13%

[46% of High Group teachers shared before, during, and after]


Teacher helped students understand the learning targets and success criteria in these ways: Discussion and

review

H=79%M=67%L=79%

Discussed criteria, rubrics, checklists, etc

H=42%M=29%L=13%

Showed exemplars, modeled

H=38%

M=13%L=25%

Helped students apply criteria to their own work

H=58%M=38%L=13%

Involved students in generating success criteria

H=25%M=13%L=0%

Provided feedback focused on learning target and success criteria.

H=83%M=79%L=42%

[17% of High Group teachers used 5 6 methods]


Teacher engaged students in applying success criteria in these ways. Helped students:

Compare their work to anchors or exemplars.

H=46%M=33%L=21%

Identify anchors or models based in the criteria.

H=29%M=13%L=13%

Use rubrics, checklists, or other tools to self-assess.

H=46%M=33%L=17%

Develop success criteria.

H=8%M=0%L=0%

[21% of High Group teachers used 3 4 methods]

Success criteriaYou may need to scaffold a skill before going

into more independent study.

SHOW SC ( ON TARGET

AND NOT ON TARGET RUBRIC WITH SKILLS SUCH AS CONTENTS AND REASONING)

A CHECKLIST MAY BE GIVEN.

15First draft, Life Cycle Project rubric

6 Points 4 Points 2 Points 0 Points

Title of poster

Title is evident on poster, correctly spelled and capitalized

Title is on poster, but with errors or it is hard to read

No title or heading

Order of life cycle stages

All the stages of the life cycle are in the correct order. Stages are correctly labeled.

One or more stages of the life cycle are in the wrong order.

Not included

Illustrations of life cycle stages

Illustrations of each stage are evident.

One or two illustrations of the life cycle stages are missing.

More than 2 illustrations of the life cycle stages are missing.

Not included

Description of life cycle stages

Stages are described with at least 2 details.

Stages are described with one detail. One or more stage is missing.

Stages are incomplete missing. Stages have one or zero supporting details.

Not included

Overall appearance of poster

Poster is very neat and organized. Title and all sentences have correct spelling, capitalization, and punctuation.

Poster is somewhat neat and organized. Some correct spelling, punctuation, and capitalization. Poster shows signs of little effort.

Poster is messy, many errors, not colored, or unfinished. Poster shows no signs of effort.

16

Revised version, Life Cycle Project rubric,Used with a checklist for assignment requirements

Advanced ProficientNearing

Proficient Novice

Order of life cycle stages

All the stages of the life cycle are in the correct order and correctly labeled.

One or more stages of the life cycle are in the wrong order.

No order is specified, or order is incorrect.

Illustrations of life cycle stages

Each stage has an illustration that gives an especially clear or detailed view about what happens to the animal then.

Each stage has an illustration that helps show what happens to the animal then.

Some stage illustrations do not show what happens to the animal then.

Illustrations do not help show what happens to the animal during its life cycle.

Description of life cycle stages

Stages are described accurately. Descriptions are especially complete and detailed.

Stages are described accurately.

Stages are described with some inaccurate or incomplete information.

No stages are described, or stages are described inaccurately.


Success Criteria are About Demonstrating Learning

Whether in “I can” statements, rubrics, or checklists, success criteria must allow assessment of learning, not following directions or meeting the requirements of the assignment.

18

Checklist for assignment requirements

Not used for grading – used formatively

By students (self and/or peers)

My Poster Checklist___ My poster has a title.___ My poster is neat.___ My poster is well organized.___ My poster has correct spelling.___ My poster has correct capitalization.___ My poster has correct punctuation.

19

On Target Not on TargetContent I shared an

insight or thought that was genuine, relevant, and worthwhile.

I shared a thought that was made-up, irrelevant, or trivial; OR I didn’t share a thought.

Reasoning

I explained why I chose the thought I shared.

I didn’t explain why I chose the thought I shared; OR my explanation was not sensible.


Examine examples of success criteria in the context of the entire learning target (handout).

Decide whether you would prefer to look at secondary or elementary examples.

Answer these questions about each example.How did the look-fors relate to the learning target

statement, the concepts to be learned, and the performance of understanding?

How could the look-fors support student self-assessment and teacher feedback?

What is success criteria?SELF ASSESSMENT

Use student check lists

When I read I finger track, read sight words carefully, etc

Students can keep track of their own work on a target rising to a bell at the top.

step by step skills and progress.

What is success criteria ? Rubrics or checklists.

A rubric should be solely based on the content of the learning target.

A checklist could be used for title, neatness, organized etc.BUT does not form part of the grade.

Often self assessment could be a KWL on a wall to star and check.

Called Student LOOK FORS

points along a path. If students fail to understand the path they can ask questions.

Success criteriaAim: to have assessment capable learners who

can self assess, via checklists, rubrics on the wall with examples of good and bad writing or math problem work etc, ability to discuss why a piece of work is a 1 or 2 or 3 or 4.

Active learners, who ask questions, seek feedback, , pursue increased knowledge and skills.

Perhaps have 4 success criteria.

YOU COULD USE SCORING IF YOU HAVE 4 SUCCESS CRITERIA

0 DONE = 0

1 DONE = MINIMAL

2 DONE = BASIC

3 DONE = PROFICIENT

4 DONE = MASTERY.


ProcedurePlan for one learning target at a time.

Use the formative learning cycle.

Documents

Learning Target Four “ I can plan meaningful success criteria that both students and teacher can use to assess evidence of understanding”