Success Criteria, Learning Intentions and Co-construction

7/30/2019 Success Criteria, Learning Intentions and Co-construction

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LearningGoals

&

SuccessCriteria

AssessmentforLearningVideoSeries

AresourcetosupporttheimplementationofGROWINGSUCCESS:

Assessment,Evaluation,andReportinginOntarioSchools.FirstEdition,

CoveringGrades112,2010

VIEWINGGUIDE


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ContentsIntroduction 3

Segment1The

Foundation

of

Assessment

for

Learning

6

Segment2DevelopingLearningGoals 11

Segment3SharingandClarifyingLearningGoals 17

Segment4DevelopingSuccessCriteria 22

Segment5HelpingStudentsUnderstandCriteria 26

Segment6CoconstructingSuccessCriteria30

Appendices 39

A:WhereAmINow? 39

B:MyLearningPlan 40

C:

Learning

Goals

and

Success

Criteria

Quotations

41

D:LearningGoalsConceptAttainment 43

E:LearningGoalsChecklist 45

F:SharingandClarifyingLearningGoals 46

G:SharingandClarifyingLearningGoalsReflectingonMyPractice 47

H:TrackingProgress 48

I:HelpingStudentsUnderstandSuccessCriteria50

J:SharingandClarifyingSuccessCriteriaReflectingonMyPractice51

K:Identifying

Success

Criteria

for

aTask

52

L:SuggestedReading 54

References 55

2ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide


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Introduction

Thisviewingguideaccompaniesthevideo,LearningGoalsandSuccessCriteria,whichshows

teacherslearningaboutidentifying,sharing,andclarifyinglearninggoalsandsuccesscriteria,and

implementingthesepracticeswiththeirstudents.Theguideprovideslearningactivitiesto

facilitatereflection

and

discussion

about

learning

goals

and

success

criteria

and

to

provide

support

fortryingnewpractices.Whileyoucanusethisresourcetolearnindependently,bylearning

collaborativelyyouandyourteachingcolleaguescanprovideoneanotherwithsupportand

feedbackthroughoutthelearningprocess.

Inthisvideoyouwilllearnhowto:

developlearninggoalsandsharethemwithstudents; clarifystudentsunderstandingofthelearninggoals; identifysuccesscriteriaforuseinassessmentbyteachersandstudents; ensurethatstudentsandteachersshareacommonunderstandingofthelearninggoalsand

successcriteria;

increasinglyengagestudentsinclassroomassessmentsothattheycanbecomeindependentlearners.

PlanningYourProfessionalLearning

a. SelfAssessmentandGoalSettingBeforeviewingthevideo,usetheselfreflectiontool,AppendixA:WhereAmINow?,toidentify

whatyouarealreadydoingwellandanareaofassessmentpracticethatyouwouldliketo

implementorimprove.Youmaywishtomonitoryourprofessionallearningatregularintervals

usingthisassessmenttool.

b. ViewingtheVideoThevideoisdividedintosixsegments,eachofwhichfocusesonaspecificaspectofdeveloping,

sharing,andclarifyingstudentslearninggoalsandsuccesscriteria.Thisviewingguidecontains

additionalinformationandselectedactivitiesrelatedtothecontentofthevideo.Eachsegmentis

organizedasfollows:

KeyQuestions:Provideafocusforviewingandreflection.Usethesequestionstoinitiate

thinkingandpromotediscussionpriortoandafterviewingeachsegment.

WhatsinThisSegment:Presentsadditionalinformationaboutthecontent.Time

signaturesrelatetheinformationtospecificstrategiesandskillsshowninthevideo.

AfterViewing:Suggestsactivitiesintendedtopromotereflectionanddiscussionandways

toapplynewlearningwhenplanningandteaching.AfterViewingactivitiesaregenerally

providedforeachWhatsinThisSegmenttimesignature.

ExtendingtheLearning:Includesaselectionofpostviewingactivitiestoextendand

challengethelearningbeyondcurrentpractice.



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Whileviewingthevideo,considerusingoneofthefollowingorganizerstofocusyourviewing:

ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide

WhatIAlreadyKnow(completebeforeviewing)

WhatIHadntThought

of(noteduringviewing)

Next

Steps

for

Me

(completeafterviewing)

ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide

Whatarethestudentsdoing?

(Whatsdifferent?)

Whatistheteacherdoing?

(Whatsdifferent?)

Whataretheylearning?



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c. ActionandFeedbackTheactivitiesprovidedinExtendingtheLearningareintendedtohelpyouimplementthe

strategies.Considerinvitingacolleaguetoprovidefeedbackasyourcriticalfriend(Costa&

Kallick,1993).Criticalfriendsobserveandaskquestionstoexplorethereasonsforyour

instructionaldecisions.Theyprovidesupportastheychallengeyoutogrowprofessionally.

d. ReflectionandGoalSettingOnceyouhavereachedalevelofcomfortinusingthenewpractice,revisittheselfreflectiontool,

AppendixA:WhereAmINow?,toplannextsteps.AppendixB:MyLearningPlanisprovidedto

supportyouinsettinglearninggoalsanddevelopingactionplans.

SettingtheStage

AppendixC:LearningGoalsandSuccessCriteriaQuotationscanbeusedbeforeviewingtoactivate

prior

knowledge

and

engage

the

viewer

in

reflection

(and

discussion

if

viewing

with

others)

and

in

makingconnectionstohisorherownassessmentpractices.

UsethefollowingHavetheLastWordstrategy:

1. Copythequotesontoindividualsheetsofpaper,usingafontthatislegibleforsharinginagroup.

2. Dividetheparticipantsintogroupsof4to6.3. Distributethequotessothateachgroupmemberhasadifferentquote.4. Askeachparticipanttoindividuallyreadandreflectonthemeaningofhisorherquote.5. Askgroupstobeginsharingasfollows:Thefirstparticipantreadsthequotealoudtothe

groupandshareshisorherreflections.Everyotherparticipantthenhasanopportunityto

comment,with

the

person

who

read

the

quote

having

the

final

word.

The

process

continuesuntilallofthequoteshavebeenread.Eachparticipanthasaturnathavingthe

lastword.

6. Askeachgrouptocollectivelyanswerthefollowingquestion:Basedonthesequotes,whatisbestpracticewithrespecttoidentifying,sharing,andclarifyinglearninggoalsandsuccess

criteria?



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Segment1TheFoundationofAssessmentforLearning

Assessmentforlearningimprovesstudentlearningand,inaddition,helpsstudentsbecome

independent,selfmonitoringlearners(Black&Wiliam,1998;Clarke,2008).Teachersplayan

essentialroleinsupportingstudentstodeveloptheseskillsby:

ensuringthat

students

have

aclear

understanding

of

what

they

are

learning

and

what

successfullearninglookslike;

modellingdescriptivefeedback,selfassessment,andgoalsetting;and

providingopportunitiestopractisetheseskills,firstwithguidanceandsupportand

thenindependently.

KeyQuestions

Howdoes

identifying,

sharing,

and

clarifying

learning

goals

and

successcriterialeadtoacommonunderstandingofwhatis

beinglearned?

Howarelearninggoalsandsuccesscriteriafoundationalto

improvedlearningforstudents?

(Chappuis&Stiggins,2002)

Learningiseasierwhen

learnersunderstand

what

goaltheyaretryingto

achieve,thepurposeof

achievingthegoal,andthe

specificattributesofsuccess.

WhatsinThisSegment?

Thissegment

introduces

the

practices

in

which

teachers

and

students

engage

when

they

use

assessmenttoimprovelearning,withaparticularemphasisonlearninggoalsandsuccesscriteria.

Acommonunderstandingamongteachersandstudentsofthelearninggoalsandsuccesscriteriais

thefoundationuponwhichdescriptivefeedback,selfassessment,andgoalsettingarebuilt.When

teacherstaketimetoidentify,share,andclarifythelearninggoalsandsuccesscriteriawiththeir

students,studentsbegintoacquiretheknowledgeandskillstheyneedtodirecttheirown

learning.

A.WhereAmIGoing?(1:102:03)

Learning

goals

and

success

criteria

are

critical

pieces

of

information

students

need

to

be

successful

learners.HattieandTimperley(2007)describethreequestionsthatguidelearningforstudents:

WhereamIgoing? HowamIgoing? Wheretonext?

Identifyingandsharinglearninggoalswithstudentsatornearthebeginningofaperiodof

instructionisintendedtoprovideanexplicitanswertothefirstquestion,byclearlysetting



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directionaboutwhatthestudentsareexpectedtolearn.Makingthesuccesscriteriaexplicithelps

studentstodeterminetheanswertothesecondquestion,HowamIgoing?,byidentifyinglook

forsthatstudentscanusetomonitortheirprogresstowardsthegoals.

AfterViewing

Activity1Reflecton(anddiscussifviewingwithothers)thefollowingquestion:

Howdoesaclearandcommonunderstandingoflearninggoalsandsuccesscriteriahelpstudentsrespondtothethirdquestion,Wheretonext?

B.TheSelfAssessment

Continuum(2:045:52)

Thiscontinuumisrootedinthe

workofBlackandWiliam(1998;

2008),andhasevolvedfrom

teachersengagingtheirstudents

inclassroom

assessment.

It

is

a

practicalframeworkthathelps

teacherstounderstandthe

interrelationshipofthe

assessmentpracticesthatsupport

studentsinbeingabletomonitor

anddirecttheirownlearning(e.g.,

throughselfassessmentandgoal

setting).Itisalsoaconvenientwayforstudentstolearnthelanguage,knowledge,andskills

associatedwithselfassessmentandindependentlearning.Eachstageinthecontinuum

increasinglyengageslearnersinmonitoringtheirlearningandsettinggoals,andprogressively

leadstoindependentlearning.Thecontinuumhighlightsthetransformationthatteachersand

studentsexperienceinhowtheyteachandlearnwhentheyembracethespiritofassessmentfor

learningandassessmentaslearning.

LearningGoals

SuccessCriteria

DescriptiveFeedback

SelfandPeerAssessment

IndividualGoalSetting

Gathering

Information

EngineeringEffe

ctiveQuestions,

Conversations,andLearningTasks

i.Learninggoals(2:042:36)

Learninggoalsarebriefstatementsthatdescribe,forstudents,whattheyshouldknow,

understand,andbeabletodobytheendofaperiodofinstruction(e.g.,alesson,acycleof

learning,aunit,acourse).Theyrepresentasubsetorclusterofknowledgeandskillsthatstudents

mustmasterinordertosuccessfullyachievetheoverallexpectations.

ii.Success

criteria

(2:373:11)

Successcriteriadescribe,inspecifictermsandinlanguagemeaningfultostudents,whatsuccessful

attainmentofthelearninggoalslookslike.Criteriahelpstudentsunderstandwhattolookfor

duringthelearningandwhatitlookslikeoncetheyhavelearned.Qualitysuccesscriteriamakethe

learningexplicitandtransparentforstudentsandteachersalike.Theyidentifythesignificant

aspectsofstudentperformancethatareassessedand/orevaluated(i.e.,thelookfors)in

relationtocurriculumexpectations.



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AfterViewing

Activity2Reviewthelearninggoalsandsuccesscriteriashowninthevideoandreproducedbelow.

Reflecton(anddiscussifviewingwithothers)thefollowingquestions:

1. Howisthelanguageinthelearninggoalsandsuccesscriteriastudentfriendly?2. Whyisitsoimportantforlearninggoalsandsuccesscriteriatobewritteninlanguage

studentscanreadilyunderstand?

LearningGoals:

Icanreflectonandidentifymystrengthsandnextsteps

forimprovementinmywriting.(1:36)

Icansimplifypolynomialexpressionsthroughaddition

andsubtraction.(1:56)

Wearelearningtoinvestigateandexplainhowa

fraction,decimal,andpercentarerelated.(2:19)

Iwill

be

able

to

select

the

evidence

that

supports

my

pointofview.(2:34)

SuccessCriteria:(1:45)

Opinion

Clear,strongpointofview Supportedwithexamplesandfactsfrom

research

Usescomparisons Presentsavarietyoffactsandexamples Trueandbelievable Describesconsequences Includesacallforaction

Language

Usesadvancedvocabulary Descriptivewordsandphrases Correctspelling Variedsentencelengthsandtypes

Activity3Reflecton(anddiscussifviewingwithothers)theimplicationsforstudentsandteachers

ofthefollowingstatement:Clarifyinglearninggoalsandcocreatingsuccesscriteriaare

foundationaltoimprovedlearningandthedevelopmentofindependentlearners.

Somereflections

that

might

surface

Clarifyinglearninggoals:

answersthequestionsWherearewegoing?,Whatareweexpectedtolearn?; helpsidentifythecurriculumexpectationstobeaddressedinthelearning; makesthelearningtransparent; buildsacommonunderstandingofthelearning; helpsdefinequalitysuccesscriteria; invitesstudentstotakeownershipoftheirlearning; encouragesstudentstoreflectonandinternalizethelearning.Co

creating

success

criteria:

answersthequestionsWhatdoessuccessfullearninglooklike?,Whatarewetolookfor

duringthelearning?;

makesthesuccesscriteriaexplicitforteachersandstudentsalike; buildsacommonunderstandingofsuccess; lendsitselftodescriptivefeedback; promotesselfandpeerassessment; helpsidentifypossiblenextsteps;8ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide


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leadstoindividualgoalsetting; empowersstudentstotakeownershipoftheirlearning; challengesstudentstointernalizethecriteria; helpsdevelopindependentlearningskills.iii.Descriptivefeedback(3:124:40)

Learninggoalsandsuccesscriteriaarethebasisfordescriptivefeedback.Tobeeffective,

descriptivefeedback,whetherprovidedbytheteacherorgeneratedbypeersorthroughself

assessment,mustberelatedtothegoalsandthecriteria.Oncestudentshaveanunderstandingof

whattheyaretolearn(learninggoals)andwhatthelearninglookslike(successcriteria),theywill

knowthelanguagetouseingivingandrespondingtodescriptivefeedback.

AfterViewing

Activity4Reviewthefeedbackthattheteachergivesthestudents(3:194:36).Identifysomeof

thecriteriathattheteacherandstudentswereusingtomonitortheirlearning.

iv.Self

and

peer

assessment

(4:415:24)

Whensuccesscriteriaareclear,transparent,andexplicit,studentscanlearntousethecriteriato

assesstheirworkandimprovetheirlearning.Studentsandteachersbegintospeakacommon

languagethatreflectstheircommonunderstandingofwhatitmeanstolearn.Theprocessofco

creatingthecriteria,developingacommonunderstandingofsuccess,comingtoagreementonthe

preciselanguageusedtodescribethecriteria,andlinkingallfeedbacktothecriteriaencourages

studentstointernalizethecriteriaandenhancesboththeirknowledgeandskills.Clearly

understandingthesuccesscriteriameansthatstudentshaveaframeworkforgivingthemselves

feedbackabouttheirownworkinrelationtothecriteria.

After

Viewing

Activity5

a)Examinetheclip(4:414:59)tofindevidenceinthestudentresponsesthatindicatesthe

studentshavebeentaughttousethesuccesscriteriatoself andpeerassess.

b)Intheclip(5:105:24),thestudentselfassesseshisprogressonachievingthelearninggoalI

willbeabletoselecttheevidencethatsupportsmypointofview.Reflecton(anddiscussif

viewingwithothers)thefollowingquestions:

1. Whatsuccesscriteriadohiscommentsreflect?2. Howdidthestudentlearnthelanguageheisusing?3. Whatknowledgeandskillsdoesheneedinordertoselfassessaccurately?

v.Settingindividuallearninggoals(5:255:52)

Theabilitytosetappropriateandrelevantindividualgoalsisdirectlylinkedtothenatureofthe

descriptivefeedbackreceived,thesuccesscriteria,andthelearninggoals.Qualitycriteriathatare:

detailed,meaningful,andspecific, connectedtotheknowledgeandskillsidentifiedinthecurriculumexpectations,and expressedinstudentfriendlylanguage

empowerstudentstoidentifynextstepsandsetindividualgoals.



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AfterViewing

Activity6Examinethelearninggoalwrittenbythestudent(5:53).Doesitchallengeyourbeliefs

aboutwhatstudentscando,whattheycanlearn?Trytobacktracktoidentifytheknowledge,

skills,andprocesstheteacherincorporatedinplanningtobringstudentstothislevelof

independentpractice.

C.TeacherandStudentReflections(5:53 7:01)

Activity7Whilewatchingthissegment,recordsomeofthereflectionsoftheteacherandstudents

inrelationtothefollowingpoints:

Positiveresultsthatflowfromunderstandinglearninggoalsandsuccesscriteria Havingtheopportunitytouseandapplythecriteria

(Stiggins,2002)

Assessmentforlearningis

aboutfarmorethantesting

morefrequentlyorproviding

teacherswithevidenceso

thattheycanrevise

instruction,althoughthese

stepsarepartofit.In

addition,wenow

understandthatassessment

forlearningmustinvolve

studentsintheprocess.

Reflecton(anddiscussifviewingwithothers)the

implicationsforteachersandstudentsof:

identifying,sharing,andclarifyinglearninggoals; coconstructingandusingsuccesscriteria.

ExtendingtheLearning

Activity8Reflecton(anddiscussifviewingwithothers)the

followingquestions:

Whatistherelationshipbetweenclearlearninggoalsandthespecificandoverallexpectationsoutlinedin

theOntariocurriculum?

Whyisitessentialthatstudentsandteacherscometoacommonunderstandingofwhattheyare

expectedtolearn?

Whenandwhyisitimportanttoscaffoldlearninggoalsforstudents?

Activity9Ifthevideoisbeingusedinacommunitysetting,useanInside/OutsideCirclesstrategy:

Participantsstandinpairsintwoconcentriccirclestoengageinafocuseddiscussion.Participants

thenrotatetonewpartnerstofurtherthediscussionprocessonthesamequestionoran

extensionquestion. Questionsfordiscussionmightinclude:

1. Whyarelearninggoalsandsuccesscriteriafundamentalprerequisitesforstudentstobecomeindependentlearners?

2. Howcanidentifying,sharing,andclarifyinglearninggoalsandsuccesscriterianurturecollaborativelearningpartnershipsbetweenteachersandstudents?

Activity10Ifyouhaventalreadydoneso,usetheselfreflectiontool,AppendixA:WhereAmI

Now?,toidentifywhatyouarealreadydoingwellandanareaofpracticefocusingonlearning

goalsandsuccesscriteriathatyouwouldliketoimplementorimprove.Youmightrevisitthistool

atregularintervalstomonitoryourprofessionallearningovertime.



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Segment2DevelopingLearningGoals

Researchemphasizestheimportanceofempoweringstudentsto

becomeselfmonitoringandselfdirectedlearners.Thefirststep

indevelopingindependentlearnersistoensurethatstudents

knowprecisely

what

they

are

to

learn.

Learning

goals

describe

the

knowledgeandskillsintheOntariocurriculumthatstudentsare

requiredtolearn,inawaythatactivelyengagestheminthe

learningprocess.Whenteachersexpresscurriculumexpectations

aslearninggoalsinstudentfriendlylanguage,studentsknowwhattheyhavetolearn,connectthe

taskstheyaredoingwithwhattheyarelearning,andareabletomonitorhowtheyaredoingin

lightofthesegoals.

(Stigginsetal,2006)

Studentscanhitanytarget

theycanseethatholdsstill

for

them.

KeyQuestions

Whatarethecriteriaforeffectivelearninggoals?

How

does

developing

student

friendly

learning

goals

help

teachers

and

students

come

to

a

commonunderstandingofwhatisbeinglearned?

WhatsinThisSegment?

Thissegmentfocusesonhowteachersdevelopanduselearninggoalswhenplanningassessment

withinstruction.Itpresentscriteriadevelopedbyteachersforwritingeffectivelearninggoalsthat

unpackthecurriculumexpectationsandleadtoimprovedlearningforstudents.

Activity1Beforeviewingthesegment,reflecton(anddiscussifviewingwithothers)thefollowing

question:Whatarethecriteriafordevelopingeffectivelearninggoals?UseAppendixD:Learning

GoalsConceptAttainmenttoinitiateandguideyourthinking.

A.WhatAretheCriteriaforDevelopingEffectiveLearningGoals?(1:185:38)

Effectivelearninggoalsarebasedonthecurriculumbutexpressedinawaythatsupportsthe

learningneedsofstudents.Studentslearnindifferentways,indifferentincrements,andat

differentrates.Somestudentsneedtolearninsmallerincrementsthanothers;someneedto

leapfrog,thencircleback(Popham,2008,p.28)in

anonlinearpath. Desiredknowledgeandskills

Currentknowledgeandskills

Learninggoal

Learninggoal

Learninggoal

Learninggoal

Scaffoldin

i.Identifiesknowledgeandskillsfromthe

curriculumexpectations(1:183:15)

Whenwritinglearninggoalsteachersusethe

curriculumexpectations,

which

identify

the

knowledgeandskillsstudentsareexpectedtolearn,

asastartingpoint.Learninggoalsdonotrewritethe

curriculum,butrathersharewithstudentswhere

wearegoinginawaythatstudentscanunderstand.

Byclusteringandscaffoldingoverallandspecific

expectations,teachersunpackthecurriculuminto

manageablechunkssothatstudentscansuccessfully



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movefromtheircurrentunderstandingandabilitytothedesiredlevelofknowledgeandskills.

Activity2Writealearninggoalforalessonorcycleoflearning:

1. Examinetheoverallcurriculumexpectationsforasubjectorcourse.2. Selectarelatedspecificexpectation.3. Writealearninggoalthatrepresentstheknowledgeand/orskillsoutlinedinthe

expectation.

ii.Incrementalandscaffolded(2:123:47)

Specificexpectations,whichdescribein

moredetailwhatstudentsareexpectedto

learn,cansometimesbeexpressedas

learninggoals;butoften,theyneedtobe

unpackedorbrokendownintosmaller

incrementalgoalsdependingonwhere

studentsareintheirlearning.

Thelong

term

goals

pictured

(above)

represent

learning

thatistobeachievedbytheendofaunit.Withinthe

frameworkoftheselongtermgoals,teachersdevelop

incremental,scaffoldedgoalstofocusstudentslearningin

theshortterm.

Learninggoalscanrepresentknowledge

andskillstobedevelopedoverbothlong

termandshorttermperiods.Longterm

goalstypicallyrepresentasignificantskill

thekindoflearningoutcomerequiringa

numberoflessonsforstudentstoachieve

it(Popham,2008,p.24).Teachersuse

shorttermgoalstoidentifystepbystep

buildingblocksstudentsneedtoachieve

the

long

term

goal.

Popham

refers

to

these

clustersofshorttermgoalsaslearning

progressions,asequencedsetofsubskills

andbodiesofenablingknowledgethat

studentsmustmasterenroutetomastering

amoreremotecurricularaim(Popham,

2008,p.24).

Theteachersinthisclipdeconstructtheoverallandspecificexpectationsinordertobuilda

progressionoflearninggoals.Thesegoalsprovidestudentswithdifferententrypointsintothe

learning,andsupporttheteacherseffortstodifferentiateinstruction.Intheclip(2:163:16),

teachersunpack

the

concepts

and

skills

students

need

in

order

to

achieve

the

long

term

goal

I

cansimplifypolynomialexpressionsthroughadditionandsubtractionandidentifythreeshort

termgoals:

Icanidentifypolynomialexpressions. Icanidentifylikeandunliketerms. Icangroupliketerms.



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AfterViewing

Activity3Reflecton(anddiscussifviewingwithothers)thefollowingquestions:

1. Howdoincrementallearninggoalsscaffoldinstructionforstudents?2. Howdoescollaboratingwithcolleagueshelpteacherstoscaffoldlearningfortheir

students?

Activity4Consideranupcomingcycleoflearningforyourstudents(ifpossible,workwitha

colleague).

1. Examinetheoverallandspecificexpectations.Identifytheknowledgeandskillsstudentsareexpectedtodemonstrate.Dotheexpectationsidentifyknowledgeandskillsthatbuild

uponeachother?

2. Usethelistofknowledgeandskillsidentifiedin(1)tocreatealearningprogressionofshorttermgoalsthatwillhelpstudentstobesuccessfulintheirlearning.

Activity5Involvingstudentsindeconstructingexpectationsandformulatinglearninggoalsisone

waytoensuretheyhaveacleargraspofwhattheyaresupposedtoknowanddo.Belowisa

suggestedprocess

that

could

be

planned

with

acolleague

or

individually.

Identifyaclusterofexpectationstobeaddressedinanupcominglesson.Ensurethatatleastone

ofthespecificexpectationswillrequireunpackingi.e.,itneedstobebrokendownintoanumber

ofsimpler,incrementalgoals.

1. Displaytheselectedspecificexpectation(s)totheclass.2. Askstudentstoexpresstheexpectation(s)asalearninggoalorgoals,usingtheirown

words.Ifrequired,promptthembyasking,Whatareweexpectedtolearn?

3. Sharesomeofthesamplegoalswiththeclassfordiscussion.Where

possible

use

the

students

sample

goals

to:

highlighttheessentiallearning(knowledgeand/orskills)identifiedintheexpectation(s); identifywherethestudentsmayhavedeconstructedandreconstructedtheexpectation(s)

usingtheirownwords;

lookforincrementalgoalsthatmightleadtothescaffoldingofthemorecomplexspecificexpectation(s).

iii.Expressedinlanguagemeaningfultostudents(3:475:06)

Curriculumexpectationscanbequitecomplex,usingabstractorsubjectspecificlanguagethatis

unfamiliartostudents.Expectationswillfrequentlyaddresssomeunderstandingorbigideathat

studentsneedtoseeexpressedinmoreconcreteterms.Rewritingtheseexpectationsinlanguage

meaningfulto

students

helps

teachers

and

students

begin

with

acommon

understanding

of

what

istobelearned.

Whilestrivingtoexpressthelearninginstudentfriendlylanguage,teachersrecognizethateach

subject/disciplinehasspecificterminologythatstudentsareexpectedtoknowandunderstand,

andusewhencommunicatingtheirlearning.Teachersusethisterminologyinthelearninggoal

statementaspartofwhatistobelearned.Inthevideo,thewordsimplifyisatermthatstudents

arerequiredtounderstand,anditisthereforeusedinthelearninggoal.Similarly,inthegoalWe



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arelearningtocreateandperformphrasesthatexploretwoormoreelementsofdance(Grade9

Dance),studentsareexpectedtoknowandunderstanddancerelatedtermssuchasphrasesand

elements.

AfterViewing

Activity6RevisitthelearningprogressionofshorttermgoalsdevelopedinActivity4.Isthe

languageofthegoalsmeaningfultoyourstudents?Isitageappropriate?Ifnot,rewritethegoals

inlanguagethatstudentswillunderstand.

Youmighttrydoingthiswithyourstudents:

1. Postanexpectationfortheclasstoview.2. Havestudentsidentifywordsthatareunclear,substitutewordsthataremeaningfulfor

them,andreconstructtheexpectationasalearninggoalthatisexpressedinstudent

friendlylanguage.

iv.Specificandobservable(5:065:23)

Shortterm,

incremental

learning

goals

that

use

verbs

that

describe

specific

and

observable

actions

oractivitiesaretoolsthatstudentscanusetobecomeindependentlearners.Studentsuselearning

goalsandsuccesscriteriatomonitortheirprogress.Whilethegoalofthelearningmaybethat

studentsunderstandaconcept,learninggoalsthatgivemorespecificdirectionaboutwhat

understandinglookslikebenefitstudentsintheirlearning.

AfterViewing

Activity7Whenplanning,lookatexpectationsthatrequirestudentstodemonstratetheir

understanding.Rewritetheseexpectationsusingverbsthatarespecificandobservable.Willthe

studentsneedtoidentify,describe,explain,apply,analyse,andsoon?Trytobevery

precise

in

the

observable

verbs

you

choose

to

demonstrate

understanding.

RevisittheshorttermlearninggoalsdevelopedinActivity4.Aretheverbsspecificandobservable?

Dothegoalsconveyexplicitlytothestudentswhatistobelearned?Onestrategytocheckifthe

learninggoalsareexpressedinawaythathelpsstudentstomonitortheirlearningistoaskthem

tocompleteanexitcardattheendofalesson.Posethefollowingquestions:

Howareyouprogressingonthelearninggoal? Howdoyouknow?

Thekeytousinganexitcardisalsotousetheinformationthenextclass. Itisimportanttoshow

studentsthattheinformationtheygiveyouisrelevantandthatitguidesinstruction.

v.Statedfromthestudentsperspective(5:235:38)

Writingthelearninggoalsfromastudentsperspective(Wearelearningto;Iwillbeableto

)encouragesstudentstotakeownershipofthelearningwhilesimultaneouslymakingthe

learningmoreexplicit.



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B.ApplyingtheSuccessCriteriaforSuccessfulLearningGoals(5:396:54)

Learninggoalscanbeexpressedinavarietyofways,dependingonthereadinessofthelearner

andthenatureofthelearningbeingaddressed.Thisclipsummarizesthecriteriaforeffective

learninggoalspresentedearlierinthesegment,andshowshowthecriteriacanbeappliedtoa

specificexpectation.

AfterViewing

Activity8AppendixE:LearningGoalsChecklistlistscriteriadevelopedbyteacherstoconsider

whencraftinglearninggoals.Thechartbelowprovidesavarietyofweakerandstrongersamplesof

learninggoals.Selectoneormoregoalsandusethechecklisttoassesstheireffectiveness.Whatis

donewell?Whatneedsimprovement?Howcanimprovementsbemade?

ElementarySamples

1. Icantellaboutthepeopleandplacesinmycommunity.(Gr.1SocialStudies)

2. WearestudyingLivingSkills.(Gr.2Health

and

Physical

Education)

3. Understandtheimportanceofproblemsolving.(Gr.3Mathematics)

4. Icannameanddescribedifferentelementsusedtocreatemusic.(Gr.4

TheArts)

5. Wearelearningtoidentifythepointofviewpresentedinatext.(Gr.5

Language)

6. Youwillapplyavarietyoftacticalsolutions

to

increase

your

chances

of

successasyouparticipateinphysical

activities.(Gr.6HealthandPhysical

Education)

7. Bytheendofthelesson,studentswillbeabletodesignandsafelybuild

parallelcircuitsandseriescircuits.(Gr.6

ScienceandTechnology)

8. Iamlearningtoanalysetheissuesrelatedtosubstanceuse.(Gr.7Health

andPhysicalEducation)

9. Youwilllearnabouttherelationshipoftheanglesinatriangle.(Gr.8

Mathematics)

10. Studentswilluseavarietyofmethodstoconstructbisectorsoflinesegmentsand

angles.(Gr.8Mathematics)

SecondarySamples

1. Wearestudyingthecreativeprocess.(Gr.9TheArts)

2. Wearelearningtousecuestoinferthe

meaning

of

unfamiliar

words.

(Gr.

9CoreFrench)

3. Icanmakeandexplaininferencesabouttexts.(Gr.9English)

4. Wearelearningtoexplainhowcolourisproducedandusedusingthe

additiveandsubtractivetheoriesof

colourmixing.(Gr.10Science)

5. Useappropriateandinclusivecontent,images,andlanguagein

communications

media

productions.

(Gr.10TechnologicalEducation)

6. Icanuseavarietyoftechniquestoconveyasenseofmovement.(Gr.11

TheArts)

7. Wearelearningtounderstandrecursivesequences.(Gr.11

Mathematics)

8. Icanexploreawiderangeofincreasinglycomplextraditionaland

emergingtechnologies,tools,and

techniques.(Gr.

12

Computer

Studies)

9. Iamlearningtounderstandaccountingprinciplesandpractices.

(Gr.12BusinessStudies)



16/57


Activity9Thinkaboutalessonthatyouareabouttoteach.

1. Consideroneortwooftheteaching/learningactivities(thethingsyouaskstudentstododuringthelesson).

Whatknowledgeand/orskillsarestudentsexpectedto

learnasaresult?

2. Writeasentenceidentifyingtheexpectedlearning.3. UsingthecriteriainAppendixE:LearningGoals

Checklist,selfassessyourlearninggoalstatements.(If

youarelearningwithcolleagues,youmaywishtopeer

assesseachotherslearninggoals.)

4. Usethefeedbackgeneratedbyassessingyourownoracolleagueslearninggoaltoidentifywhatwasdonewellandpossibleareasforimprovement.

Reflectonand/ordiscusshowyoumightrevisethelearninggoalsbasedonthefeedback.

Whenweinvesttimeup

fronttobuildthevision[of

whatstudentsaretobe

learning],wegainitback

laterin

increased

student

motivationandtheresulting

higherqualitywork.

(Chappuis,2009)

Activity10Examineaunitofstudythatyouteach.(Ifpossible,youllwanttodothisactivitywith

colleagues.)

1. Identifythelongtermlearninggoal(s)forthisunit.2. Identifythelearninggoalsforeachofthelessons.Activity11Readthescenariobelow;thenconsiderthequestions

thatfollow:

Teachersexaminedtheoverallexpectationsforacycleoflearning,

andthenidentifiedwearelearningtoproduceamusical

compositionastheirlongtermlearninggoal.Theydecidedthat

theproductionofamusicalcompositionwouldbethebestwayfor

students

to

demonstrate

their

learning

on

the

overall

expectations.

Theychosetoscaffoldthelearningusingthefollowingprogression

ofincrementallearninggoals,basedonaclusterofrelatedspecific

expectations(identifiedinbrackets).

Iamlearningto:

usethecreativeprocesswhencomposing;(A1.2) applythestepsinthecreativeprocesstoproduceamusical

composition(A1.2);

usetheelementsofmusictoplanacomposition(A2.3); useacompositionaltooltocreateacomposition(A3.3).

1. Examinethelongtermlearninggoalandapplythecriteriaforeffectivelearninggoals.Identifywhatthewritershave

donewellandapossibleareaforimprovement.

2. Whatobservationscanyoumakeaboutthefourincrementalgoalsandhowtheyhavebeenscaffolded?

3. Selectoneoftheincrementalgoalsaboveandunpackitintotwoormoreincrementalgoalsthatmightsupportastudentneedingmoresupportforhisorherlearning.

OverallExpectations

A1.TheCreative

Process:applythe

stagesofthecreative

processwhen

performingnotated

and/orimprovised

musicandcomposing

and/orarrangingmusic;

A2.ElementsofMusic:

applyelementsofmusic

whenperforming

notatedandimprovised

musicandcomposing

and/orarrangingmusic;

A3.Techniquesand

Technologies:use

avarietyoftechniques

andtechnologicaltools

whenperformingmusic

andcomposingand/or

arrangingmusic;



17/57

Segment3SharingandClarifyingLearningGoals

Onceteachershaveidentifiedthelearninggoalsfromthecurriculumexpectations,itiscriticalthat

theselearninggoalsbesharedandclarifiedwiththestudentssothattheirunderstandingofthe

goalsdeepensastheyprogressthroughthelearningcycle.Studentsunderstandingofthelearning

goalsis

aprerequisite

to

their

ability

to

monitor

their

learning

through

self

assessment.

When

teachersensurethatwhattheyareteachingcoincideswithwhattheirstudentsthinktheyare

learning,theendresultisimprovedlearningforall.

KeyQuestions

Howcanteachersensurethateachstudenthasanopportunityto

clarifyhisorherunderstandingofthelearninggoal(s)?

Howdoessharingandclarifyinglearninggoalsbuildacommon

understandingofthelearningandhelpstudentsinternalizethe

learning?

Whyis

acommon

understanding

of

the

learning

essential

to

improvedlearning,studentownershipoflearning,and

independentlearning?

(Chappuis&Stiggins,2002)

Teachersshouldcontinually

helpstudentsclarifythe

intendedlearningaslessons

unfoldnotjustatthe

beginningofaunitofstudy.

WhatsinThisSegment?

Teachersuseavarietyofstrategiestoshareandclarifythelearninggoalswithstudentsbefore,

during,andattheendofthelearning,dependingonthenatureofthelearninggoal.Thetime

takentoclarifywithstudentspreciselywhattheyarelearning,andtoemploystrategiesthatbuild

acommonunderstandingofthelearning,leadstoimprovedlearningandhelpstodevelop

independentlearning

skills.

The

process

of

sharing

and

clarifying

learning

goals

builds

acommon

understandingofthelearning.Ithelpsmakethelearningexplicitandvisibletostudentsand

answersthequestionWhereamIgoing?Whenstudentshaveclarityonwhattheyaresupposed

toknow,understand,andbeabletodoattheendofagivenlearningperiod,theywillbebetter

abletojudgewheretheyareinrelationtowheretheyaregoing.

A.SharingandClarifyingLearningGoals(1:175:50)

Teacherscansharelearninggoalswithstudentsorally,visually,andinwriting.Someteachers

choosetodisplayalongtermgoalforacycleoflearning,togetherwithaclusterorprogressionof

relatedincrementalgoals.Thispracticecanserveasaroadmapforstudents,helpingthemto

contextualizedailylearningactivitiesandtomonitortheirprogresstowardsattainingthelong

termgoal.

Sharingthelearninggoalswithstudentsisonlythefirststepindevelopingtheirunderstandingof

whattheyaretolearn.MossandBrookhart(2009,p.25)pointout:

Moststudentswill,ofcourse,beabletorepeatbacktotheteacherwhatshesaidthe

objectivewas,andthatcanbesomewhatuseful.Whatwemeanbysharinglearningtargets



18/57

andcriteriaforsuccess,however,isthatstudentscomprehendwhatthoseobjectivesmean

Itsnotagoalifthestudentcantenvisionit.

WhileViewing

Activity1

UseAppendixF:SharingandClarifyingLearningGoalstorecordyourobservationsandthinking

whilewatchingthissegment.

AfterViewing

Activity2UseAppendixG:SharingandClarifyingLearningGoalsReflectingonMyPracticeto

considerhowyoumightapplysomeofthestrategiesshowninthevideo.

Activity3Developinglearninggoalswithstudentsisonewaytobegintobuildacommon

understandingofwhatistobelearned.Consideralessonyouwillbeteaching.Haveyourstudents

deconstructandreconstructsomespecificexpectationsintosimplelearninggoals,asfollows:

1. Identifyaspecificexpectationtobeaddressedinthelesson.(Youmaydecidetoselectalesscomplexexpectationthefirsttimeyoutrythisactivity.)

2. Askstudentstocopythespecificexpectationintheirnotebookandcircleanywordsthatmaybeunclearor

confusingtothem.

3. Havestudentsworkinpairstodiscussthemeaningofanycircledwords.

4. Then,havestudents,workingingroupsoffour,substituteasimplersynonymforanyofthecircledwords.

5. Onceeachgrouphasacompletedlearninggoalstatement,display

the

groups

statements

in

the

classroom.

6. Asaclass,discussanyquestionsstudentsmighthave,andcometoconsensusonthelearninggoal.Aspartofthediscussion,askstudentsquestionsto

helpthemseehowthislearningconnectstothebigideasofthecourseorunit.

(Blacket

al,

2004)

Manyteacherswhohave

triedtodeveloptheir

studentsselfassessment

skillshavefoundthatthe

firstandmostdifficulttaskis

togetstudentstothinkof

theirworkintermsofaset

ofgoals.

Youmaywishtomodelapplyingthecriteriaforeffectivelearninggoalstooneoftherevised

statements.Asafollowupactivity,youmighthaveadiscussionwiththestudentsaboutthe

effectivenessofthestrategy.Whatdidtheylearn?Didithelpclarifythelearningforthem?How

mightthisstrategybemodifiedtosupporttheirlearning?

Tryto

integrate

this

and

other

strategies

for

sharing

and

clarifying

the

learning

goals

into

learning

activitiesplannedforthelearningcycle.

Activity4Incertainlearningcontexts,itcouldbecounterproductivetosharethelearninggoalat

theoutsetofthelearning.Forexample,whenstudentsareinvolvedininquiry,sharingthelearning

goalinawaythatidentifieswhatistobediscoveredmightmaketheinquiryunnecessary.



19/57

Inthesesituations,youmaydecidetosharethelearninggoalinawaythatemphasizestheinquiry

processandsetsthecontextforlearninge.g.,Wearelearningtoinvestigatetherelationships

foundinthepropertiesofshapes.Thislearninggoal,whichcanbesharedattheoutsetofthe

inquiry,focusesthelearningonskillssuchasproblemsolving,reasoningandprovingskills

studentswilluseanddevelopduringtheinquiryphaseofthelesson.Whendebriefing,youmight

askstudentstoidentifythelearninggoalrelatingtothemathematicalconcepts(e.g.propertiesof

shapes)byposingthequestionWhatdoyouthinkwearelearningtoday?orWhatdidyou

noticeabout?Theteacherandstudentsinthisexamplemightcollaborativelydevelopasecond

learninggoal,Wearelearningtosortandclassifyquadrilaterals.

Considerprovidingstudentswithanorganizertheycanusetorecordtheirideasaboutthelearning

goalasthelearningevolves.

1. Whatareyoulearningtoday?2. Whichactivity(ies)helpedyoumostinlearning?3. Howdoeswhatyouarelearningconnectwithwhatyoualreadyknowandcando?

Activity5According

to

Moss

and

Brookhart

(2009,

p.

25),

the

most

important

method

for

sharing

thelearninggoalisdesigningassignmentsthatmatchthelearninggoals.Throughassignmentsthat

arewellalignedwiththelearninggoals,theteachertranslatesthelearninggoalintoactionfor

thestudent.

Asstudentsareworkingonanassignment,invitethemtowritealearninggoalintheirownwords

basedonwhattheythinktheyarelearning.Thisactivitycanprovidecriticalassessment

informationbyidentifyingthosewhoarelearningandthoseneedingadditionalsupport.Thesame

activitymightbeusedtomakeadjustmentstotheinstructionordifferentiateforstudentsbased

onthefeedback.

B.StudentsAssessmentofProgressinRelationtotheLearningGoal(5:507:01)

Whenstudentshaveaclearunderstandingofwhattheyaresupposedtolearn,theyareableto

tracktheirprogresstowardsachievingtheirgoals.Teachersregularlyaskstudentstoreflecton

theirprogresswithrespecttothe

learninggoalsusingavarietyof

assessmentstrategiesandtools(e.g.,

exitcard,individualdisplayboards,and

learninggoalorganizers).

SomeofthestepsItooktogetthereare

SomeevidencethatIammeetingthelearninggoalis

Ineedtolearnmoreabout

LearningGoal:

_____________________________________________

TodayIlearned/TodayIlearnedmoreabout/

TodayIimproved

at

ExitCard

Activity6Anexitcardcanbeusedby

studentstomonitortheirprogress

towardsalearninggoal.Inviting

studentstoreflectontheirlearningat

theendofalessoncanhelpthem

furtherinternalizeandpersonalizethe

learninggoal.



20/57

Activity7Haveyourstudentsmonitortheirprogressonaclusteroflearninggoalsastheymove

throughaunitoflearning.ALearningGainstrackingtemplate(Keeley,2008,p.183)isone

assessmenttoolstudentscanusetoassesstheirprogresstowardseachlearninggoalinacycleof

learning.Thisassessmentstrategycansupportselfassessmentwhenthelearninggoalsare

scaffoldedtoidentifytheincrementalstepsordiscreteknowledgeandskillscomprisingthe

expectedlearning.

1. Modelhowthetemplatemaybeused.2. Askstudentstoassesstheirprogress.3. Havestudentssharetheirreflectionsatsomepointduringlearningandafterthelearning

hasbeencompleted.

4. Designasimilartemplateforaclusteroflearninggoalsforyournextcycleoflearning.AppendixH:TrackingProgressprovidessomesamplesoftrackingtemplates.


Activity8Whenplanningalesson,teachersfrequentlyaskthequestionWhatamIgoingtoteach

next?Reframing

the

question

to

focus

on

learning

rather

than

doing,

begins

to

re

culture

the

classroomenvironmentandprofilesthestudentsasactivepartnersinthelearning:WhatdoI

wantmystudentstolearn?Planningassessmentandinstructionwiththisquestioninmind

naturallyleadstorelatedquestionslike:HowcanImakesuccessonthislearninggoaltransparent

andvisibletomystudents?Willstudentsbeabletoexplicitlylinkwhattheyaredoingtowhatthey

arelearning?

Selectalessonyoumayhavetaughtbeforeoroneyouareveryfamiliarorcomfortablewith.Apply

thethreequestionstoyourplanning:

1. WhatdoIwantmystudentstolearn?2.

How

can

I

make

success

on

this

learning

goal

transparent

and

visible

to

my

students?

3. Willstudentsbeabletoexplicitlylinkwhattheyaredoingtowhattheyarelearning?Sharewithyourstudentswhatyouaredoingdifferentlyandpossiblyrecordthewayyouare

changingyourapproachtothelearning.Discussthisdifferentapproachwithyourstudentsusinga

PMI*strategy.

*PMI(DeBono,1987)isastrategythatencouragesstudentstothinkaboutanissuefromavarietyofperspectivesby

havingthemidentifywhatmightbeaPlus(somethingpositive), aMinus(somethingnegative),orsomethingthey

findInteresting.

Activity

9

There

are

a

number

of

different

types

of

learning

goals

identified

in

the

assessment

literature.ArterandChappuis(2006,p.14)identifyfourkindsoflearningtargets(goals)thatmight

naturallyoccurindividuallyorcollectivelyinacycleoflearning:

1. Knowledgee.g.,individualfacts,abodyofknowledge2. Reasoningproficienciese.g.,problemsolving,criticalthinking3. Performanceskillse.g.,applyingtechnicalskills,workingcollaboratively4. Productse.g.,researchpapers,maps,artwork



21/57

Itisusefultoconsiderthesedifferenttypesofgoalswhenidentifyinglongtermandshortterm

learninggoals.Longtermgoalsarelearninggoalswhereknowledge,applicationofthat

knowledge,criticalthinking,andcommunicationinteractincombination.Longtermgoalsoccur

overtimeandaresupportedbysmallerincrementalgoals.Shorttermgoalsmightbestbe

describedaslearninggoalsthatincrementallysupportachievementoflongtermgoalsbyfocusing

ontheacquisitionoftheskillsandknowledgenecessarytosucceed.Bothtypesofgoalsare

supportedbysuccesscriteriawhichclearlydescribewhatsuccessfulachievementofthegoalmight

looklike.

Ifthelongtermgoalforaparticularlearningcycleistodesignandbuildafunctioningelectrical

circuitthatincludesbothparallelandseriescircuits,theassociatedshorttermgoalsmightbethe

following:

Wearelearningtoidentifyanddescribethecharacteristicsofparallelandseriescircuits. Wearelearningtodesignandbuildcircuits. Wearelearninghowtotestandtroubleshootproblemsrelatingtocircuits.

Reflecton(anddiscussiflearningwithothers)eachofthefollowingquestions:

1. Whattypeoflearninggoaldoeseachoftheabovegoalsrepresent?2. Whatimplicationsdothedifferenttypesofgoalshavefordevelopingshort andlongterm

goals?

3. Whataretheimplicationsforscaffoldingthelearning,anddevelopingincrementallearninggoals,inrelationtolongtermlearninggoals?

4. Howdowealignthelearninggoals,thesuccesscriteria,andtheassessmenttaskstoensurereliableandvalidevidenceisgathered(i.e.,doesthetypeoflearninggoalaffectthenature

ofthesuccesscriteriaandhowwegatherevidenceoflearning)?



22/57

Segment4DevelopingSuccessCriteria

Criteriaarethecharacteristicsorattributesofastudentsproductorperformancethat

demonstratethedegreetowhichthestudenthasachievedtheexpectations.Successcriteria

describethosecharacteristicsorattributesinawaythatismeaningfultostudents.

Inassessingthequalityofa

studentsworkor

performance,theteacher

mustpossessaconceptof

qualityappropriatetothe

task,andbeabletojudge

thestudentsworkin

relationtothatconcept.

(Sadler,1989)

KeyQuestions

Whataresuccesscriteria,andhowaretheyusedbyteachersor

studentsinassessmentforlearning,assessmentaslearning,and

assessmentoflearning?

Whyisitsoimportantthatstudentsbeengagedinthe

developmentofsuccesscriteria?

Howaresuccesscriterialinkedtolearninggoals,descriptive

feedback,rubrics,andselfassessment?

WhatsinThisSegment?

Whereaslearninggoalshelpstudentsidentifyandunderstandwhattheyareexpectedtolearn,

successcriteriaprovidethetoolsforstudentstomonitortheirprogresstowardsachievingthe

learninggoals.HattieandTimperley(2007)identifythreequestionstoguidestudentlearning:

WhereamIgoing?,HowamIgoing?,andWheretonext?Whilelearninggoalshelpstudents

answerthequestionWhereamIgoing?,successcriteriahelpstudentsanswerthequestion

HowamIgoing?Bothteachersandstudentsbenefitfromaclearunderstandingofwhat

constitutes

success.

A.WhatAreSuccessCriteria?(0:462:14)

Studentsusesuccesscriteriatomakejudgementsaboutthequalityoftheirperformance.Criteria

describewhatsuccesslookslike,andallowtheteacherandstudenttogatherinformationabout

thequalityofstudentlearning.

AfterViewing

Activity1Studentsareasked,Whataresuccess

criteria?Howaresuccesscriteriahelpfulindoing

thetask?Considerthestudentsresponses

reflecton

(and

discuss

ifviewing

with

others)

the

following:

1. Whatdothestudentsresponsestellusaboutthecultureoflearningthathas

beenestablishedinthisclassroom?

2. Whatvalueisthereinstudentsknowing,inadvance,whattheyareexpectedto

learnandwhatitwilllooklikewhentheyhavesuccessfullylearnedit?

Whatare

success

criteria?

guidelines

tohelpyou

dothe

assignment

aguideto

yourlearning

goal

Theyhelpusto

realizewhatwe

needtodosowe

knowwhat

were

doingwell.



23/57

Howdowe

usesuccess

criteriato

figureout

nextsteps?

Ifwedidntdo

somethingonthe

successcriteria

thenthatwould

beournextstep.

3. Howdoesexplicitlyteachingstudentstobeassessmentliterateleadtoindependent

learning?

4. Whatsignificancedolearninggoalsandsuccesscriteriahaveinyourclassroomassessmentand

instruction?

B.TeachersDevelopingSuccessCriteria(2:473:54)

Beforestudentscanhaveadeepunderstandingofcriteria,teachersneedtobeclearonwhat

successlookslike.Workingwithcolleaguestodevelopsuccesscriteriaforsignificantperformance

tasksisonewayteacherscandevelopandagreeonthesuccesscriteria.

i.Usingtheachievementcharttodevelopsuccesscriteria(2:473:23)

Theachievementchartineachofthecurriculumdocumentsoutlinesperformancestandardsand

broadcriteriathatteacherscanuseasastartingpointwhenidentifyingsuccesscriteria.Chapter3

inGrowing

Success:

Assessment,

Evaluation,

and

Reporting

in

Ontario

Schools

suggests

the

followingexamplesofmorespecificdescriptorsofeffectiveperformancethatcanbeusedtoguide

thedevelopmentofcriteria:

Appropriateness

Clarity

Accuracy

Precision

Logic

Relevance

Significance

Fluency

Flexibility

Depth

Breadth

(Thisinformationisalsofoundinthefrontmatterof

allcurriculumdocuments,inthesectionentitled

AssessmentandEvaluationofStudentAchievement.)

After

Viewing

Activity2Examineanassessmenttaskthatyourstudentsrecentlycompleted.Reflecton(and

discussiflearningwithothers)thefollowingquestions:

1. Whatweresomeofthecriteriaonwhichthestudentsperformancewasassessedorevaluated?

2. Howwerethecriteriaconnectedtotheachievementchart?(Considerthecategoriesandthebroadcriteriaintheachievementchart.)

3. Towhichoftheabovespecificdescriptorsofeffectivenessdidthecriteriarelate?4. Werethecriteriaspecificenoughthatstudentscouldusethemtoselfassessand

determinenextsteps?

5. Werethecriteriaexpressedinlanguagemeaningfultostudents?Activity3Rubricsarefrequentlyusedforthepurposeofidentifyingandsharingsuccesscriteria.

However,thecriteriausedinrubricsmaysometimesbetoobroad,generic,orvaguetobe

meaningfultostudents,ormaybeexpressedinlanguagetheydontunderstand.Asaresult,the

criteriaintherubricmaynothelpstudentstogivespecificdescriptivefeedback,identifyconcrete

nextsteps,andsetindividualgoals.

Examinearubricthatyouhaveusedtoassessandevaluateatask.



24/57

1. Arethecriteriaclearlyconnectedtothetaskandtothelearninggoals?2. Dotheyidentifylookforsthatarespecificenoughtobeappliedbystudentstotheir

learning?

3. Dotheydescribe,inlanguagethatstudentsunderstand,whatsuccessfulperformancelookslike?

Activity4Examinethebroaddescriptorslistedbelow.Trytolistmorespecificcriteriathatpainta

richerpictureforstudentsofwhatsuccesslookslike.Asampleresponseisprovided:

GenericCriteria SuccessCriteriaforStudents

Makesrevisionswithconsiderableeffectiveness Highlightedmainideasandcheckedforlogical

ordering(e.g.,mostimportanttoleast

important)

Checkedthateachmainideaispresentedina

separateparagraph

Lookedfortransitionwordstoconnectthe

ideasfrom

one

paragraph

to

the

next

Checkedifwritingcontainedtoomuch

explaining,andremovedextrawords

Checkedifwritingwasunclearorvague,and

addeddetailstoprovidemoreinformation

Usedrevisingstrategiestodelete,reposition,

andaddtext(e.g.,crossouts,arrows,

underlining,cuttingandpasting)

Usesappropriateproblemsolvingstrategies

Demonstrateslogicalthinking

Makesrelevantconnections



25/57

ii.Usingstudentsamplestodevelopsuccesscriteria(3:243:55)

Collaborativelyexaminingstudentworkisapowerfulway

forteacherstobegintodevelopalistofsuccesscriteria

foratask.Teachershaveimplicitknowledgeofthesuccess

criteriaforachievinglearninggoals.Articulatingthese

criteriainawaythatismeaningfultostudentscan,

however,bechallenging.Byexaminingsamplesofstudent

work,teacherscan:

(Shepardetal,2005)

Settingcleartargetsfor

studentlearninginvolves

morethan

posting

an

instructionalgoalfor

studentstosee.Italso

requireselaborationofthe

criteriabywhichstudent

workwillbejudged.

identifythesignificanttraitsofsuccessfulperformance;

agreeonthefocusofthecriteria; expressinconsistent,clearlanguagewhattheyare

lookingforinaperformanceorproduct.

Samplesmaybesavedfrompreviousclasses,orshared

amongcolleagues.

AfterViewing

Activity5Inteachermoderation,teacherscollaboratewithcolleaguestoestablishcriteriafor

assessingstudentwork.Joinwithacolleague(s)toengageinthisprocess.Samplescantakemany

formsartefacts,projects,presentations,researchpapers,andperformancesinoral,written,and

videoformandcancomefromavarietyofsourcespreviousyearswork,texts,teacher

resources,professionalpublications. Choosethosesamplesthatdirectlyrelatetoyourworkwith

yourstudents.

Formoreinformation,seeLiteracyandNumeracySecretariat,TeacherModeration:Collaborative

Assessmentof

Student

Work

(2007),

available

at:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf


Activity6Selectataskthatyouwillbeaskingstudentstoperformforwhichyouoracolleague

mayhavesomesamples.Whatlearningarestudentsexpectedtodemonstrate?Howarethe

knowledgeandskillsconnectedtotheachievementchart?Whatarethecharacteristicsof

achievementthatformthebasisofthecriteria?Withacolleague,developalistoflookforsfor

thetask.

Activity7Considerthefollowingquestionswhenreflectingonyourassessmentpractices:

Whatvalueisthereinstudentsknowing,inadvance,whattheyareexpectedtolearnandwhatitwilllooklikewhentheyhavesuccessfullylearnedit?

Howdoesexplicitlyteachingstudentstobeassessmentliterateleadtoindependentlearning?

Whatsignificancedosuccesscriteriahaveinyourclassroomassessmentandinstruction?



26/57

Segment5HelpingStudentsUnderstandCriteria

Onceteachershaveidentifiedthesuccesscriteriarelatingtoataskanditslearninggoals,these

criterianeedtobesharedwithstudents.Whyisitcrucialthatstudentsunderstandthelearning

goalsandthesuccesscriteriarelatingtoagiventask?First,as

Butlerand

Cartier

(2004,

p.

1735)

explain,

students

interpretationoftasksdrivestheirplanning(e.g.,objectivesthey

set),thestrategiestheyselectandimplement,andthecriteria

againstwhichtheyjudgetheirperformanceduringmonitoring

andselfevaluation.

(Gregory,Cameron,&

Davies,1997)

whenstudentstakepart

indevelopingcriteria,they

aremuchmorelikelyto

understandwhatisexpected

ofthem,buyin,andthen

accomplishthetask

successfully. Secondly,forstudentstobeabletousecriteriatoselfassessand

improvetheirlearning,theyneedtohaveaclearunderstanding

ofthecriteria.Infact,themoretheyshareacommon

understandingofthecriteriawiththeteacher,thegreatertheir

abilityto

monitor

and

direct

their

learning

will

be.

KeyQuestions

Whydostudentsneedtohaveadeepunderstandingofsuccesscriteria?

Howcanteachershelpstudentsdeveloptheirunderstandingofsuccesscriteria?

WhatsinThisSegment?

Teachersuseavarietyofstrategiestohelpstudentsdevelopadeeperunderstandingofthecriteria

foralearninggoalortask.

WhileViewing

Activity1

UseAppendixI:HelpingStudentsUnderstandSuccessCriteriatorecordyourobservationsand

thinkingwhilewatchingthissegment.

A.TheBenefitsandChallengesofCommunicatingCriteriatoStudents(1:102:50)

Thisclipshowsacommonstrategyusedbyteacherstocommunicatecriteriatostudents:

providingawrittenlistofcriteria,accompaniedbyanoralexplanation.However,Nicoland

MacfarlaneDick(2006)pointoutthatmanystudieshaveshownthatitisdifficulttomake

assessmentcriteriaandstandardsexplicitthroughwrittendocumentationorthroughverbal

descriptionsinclassMostcriteriaforacademictasksarecomplex,multidimensional(Sadler,

1989)and

difficult

to

articulate.

They

suggest

that

students

need

to

interact

with

the

criteria

in

a

varietyofways.Infact,themorestudentsinteractwiththecriteria,themoretheyareableto

internalizethelookforsandapplythemwhenassessingthequalityoftheirworkorperformance.

AfterViewing

Activity2Anythingyoudointheclassroomtohelpstudentsengageindiscussionsaboutquality

workandwhatitlookslikeassistsstudentsinunderstandingwhatitistheyaresupposedtobe

learning.AnsweringthequestionWhatdoesqualityworklooklike?iscentraltounderstanding



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thecriteriathatwillbeusedtoassessandultimatelyevaluatestudentwork.Forexample,some

teachersuseacronymssuchasA.P.E.(Answer,Prove,Extend)toencouragestudentstothinkmore

deeplyabouttheiranswersandtogivethemaframeworkforcheckingtheirownwork.

Brainstormallofthewaysyouhelpstudentsexplorevariousaspectsofqualityanswers,quality

products,qualityperformancetasks,qualityconversations,etc.Onceyouhavegeneratedalist,

sharethelistwithacolleague.Asyouaresharing,usethefollowingframeworktohelpguideyour

thinking:

1. Comparesimilaritiesanddifferences.2. Askforclarificationonthosestrategiesthatarenotclear.3. Analysewhetheranystrategiessuggestedmightbeapplicableinadifferentcontext.Ifso,

recordwhereandhowyoumightusethem.

Inyourconversationtrytokeepthefocusonhowyouarehelpingstudentsunderstandthecriteria

associatedwithqualitywork.

B.Strategies

to

Help

Students

Understand

the

Success

Criteria

(2:515:53)

Avarietyofstrategiesareshowntohelpstudentsdevelopadeeperunderstandingofcriteria.

Whilethesetaketimetointroduceandimplementwithstudents,therearetremendousbenefits.

Shepard(2006,p.631)pointsout:

whenteachershelpstudentsunderstandandinternalizethestandardsofexcellenceina

disciplinethatis,whatmakesagoodhistorypaperoragoodmathematicalexplanation

theyarehelpingthemdevelopthemetacognitiveawarenessaboutwhattheyneedto

attendtoastheyarewritingorproblemsolving.Indeed,learningtherulesandformsofa

disciplineispartoflearningthediscipline,notjustameanstosystematizeorjustify

grading.

AfterViewing

Activity3UseAppendixJ:SharingandClarifyingSuccessCriteriaReflectingonMyPracticeto

considerhowyoumightapplysomeofthestrategiesshowninthevideo.

Activity4Whenaskingstudentstoapplycriteriatoasample,teacherscanhelpstudentsdevelopa

deeperunderstandingbyfocusingonasinglecriterionatatime,ratherthanaskingstudentstouse

allofthecriteriaidentifiedforatask.

Considerataskthatstudentswillbecompleting.Provide

studentswith

asample

of

student

work.

Identify

asingle

successcriterionandaskstudents,workinginpairs,to

assessthesampleonlyinrelationtotheidentifiedcriterion.

Arethecriteriafullyand

carefullydefinedandopento

alloraretheynebulousand

guardedsothatstudents

mustguesswhatisbeing

taught?Bringtheclasstogethertodebriefthediscussions.When

debriefingwithstudents:

1. askthemtoexplaintheirthinking;(Arter&Spandel,1992

2. elicitquestionstheymayhave;27ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide


28/57

3. ifstudentsvaryintheirassessments,askthemtodiscuss,inpairs,howtheyappliedthecriterion,andtheirjustificationfortheirassessment.

Keepinmindthatthefocusofthedebriefisnotwhetheranassessmentisrightorwrong,but

ratherthelearningthatensuesasaresultofapplyingthecriterion,andexploringdifferent

judgements.Whiledebriefing,thestudentsorteachermayidentifyadditionalcriteriathatclarify

theoriginalcriterion.Recordtheseideasfordisplaywiththesuccesscriteriaforthistask.

Activity5Onewaythatstudentscometoanunderstandingofthesuccesscriteriaforataskisby

doingthetaskandnotingwhattheydidtobesuccessful.(Teacherscanalsousethisstrategyto

identifythecriteria.)

1. Selectataskthatinvolvesaskilloraprocessthatstudentsdevelopovertime(e.g.,solvingamathproblem;revisingapieceofwriting;conductinganinvestigation).

2. Havestudentsworkonataskrelatedtotheidentifiedskillorprocess.3. Whentheyhavefinished,askstudentstothinkaboutwhattheydidtobesuccessful.

Recordtheirideasanddisplayforfuturereference.

4. Overaperiodoftime,askstudentstopractisetheskillorprocess,andasaresult,toaddtoorrevisethelistofsuccesscriteria.


Activity6Incertainlearningcontexts,itmaybecounterproductivetosharethesuccesscriteria

withstudentsattheoutsetofthelearning.Forexample,whenstudentsareinvolvedin

collaborativeinquiry,orinvestigation,teachersmaychoosetosharethesuccesscriteriaforthe

inquiryprocessatthebeginningofthetask,andtosharethesuccesscriteriarelatingtothe

knowledgeandskillsstudentsaretolearnasaresultoftheinquiryafterstudentshavefinished

conductingtheirinvestigations.Whilestudentsareconductingtheinvestigation,teacherscan

prompt

students

to:

usetheprocesscriteriatoselfassesstheiruseoftheinquiryprocess; thinkabout,identify,and/orrecordanysuccesscriteriarelatingtotheresultsoftheinquiry.

Chappuis(2009,p.41)suggests:Makesurethey[students]candescribetheintendedlearning

beforeyouaskthemtoengageinsustainedindependentpracticeandbeforethesummative

assessment.

1. Thinkaboutalearningcontextwherestudentsareconductinganinquiry(e.g.,discoveringrelationshipsinmathematics;investigatingthegrowthofplants;conductingresearchin

Canadianhistory).

2. Identifythelearninggoals.Whatarestudentsexpectedtolearn?3. Identifycriteriarelatingtothesuccessfulcompletionoftheinquiry:

Whatmightbecriteriarelatingtotheinquiryprocess? Whatmightbecriteriarelatingtothelearningthatresultsfromtheinquiry?

Thechartbelowprovidesanexampleofaninquiryquestion,thelearninggoals,andsomepossible

criteria:



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Inquiryquestion:Howdodifferentmaterialsconductelectricity?

Learninggoals:

Wearelearningtoplanandcarryoutaninquiry.

Wearelearningtoexplainhowdifferentmaterialsconductelectricity.

Criteriaforinvestigation

(We

are

learning

to

plan

and

carry

out

an

inquiry.)

Criteriarelatingtothelearningthatresultsfrom

the

inquiry

(Wearelearningtoexplainhowdifferent

materialsconductelectricity.)

Makepredictions Selectappropriateequipment Useequipmentandmaterialssafely Identifyandcontrolvariables Gatherdataaccurately Recorddatainanorganizedway Interpretdata(explainthemeaning)

Defineconductorsandinsulators Identifythecharacteristicsofmaterialsthat

areconductorsorinsulators

Explainhowmaterialsallowstaticchargetobuilduporbedischarged

Howwillyoushareandclarifythecriteriawithstudents?



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Segment6CoconstructingSuccessCriteria

Collaboratingtodevelopcriteria,sometimesreferredtoascoconstructingcriteria(Gregoryetal,

1997),helpsstudentsandteacherstoreachacommonunderstandingofthecriteriabywhich

performancewillbejudged.Bydirectlyinvolvingstudentsinthedevelopmentofcriteria,teachers

helpstudents

to

deepen

their

understanding

of

what

success

looks

like.

The

process

invites

studentstosharetheirinitialideasandunderstandingsaboutthe

characteristicsofsuccessfulperformance.Aslearningprogresses,

teachersguidestudentsinexploringandrefiningtheir

understandingofthecriteriabyhavingthemcontinuouslyreflect

onandapplythecriteriaaspartoftheirlearningactivities.

(Arter&Spandel,1992

totheextentthatcriteria

areshared,students[receive

the]powertorecognize

strongperformance,power

toidentifyproblemsinweak

performance,andpowerto

usecriteriatochangeand

improveperformance.

KeyQuestions

Whyisstudentengagementindefiningsuccesscriteriacrucialto

learning?

Howare

success

criteria

linked

to

learning

goals

and

self

assessment?

WhatsinThisSegment?

TheteachersandstudentsinthisvideousethefollowingprocessoutlinedbyGregory,Cameron,

andDavies(1997)toidentifyandunderstandsuccesscriteria:

Step1:Brainstorm. Step2:Sortandcategorize. Step3:MakeandpostaT chart. Step4:Add,revise,refine.

AdditionalinformationandactivitiesrelatingtococonstructingcriteriaarepresentedintheSelfAssessmentvideointhisseries(seeSegment2).

A.BenefitsofInvolvingStudentsinDefiningSuccessCriteria(0:471:07)

Researchconfirmsthebenefitsofinvolvingstudentsindefiningthesuccesscriteriaforagoalor

task.Bycollaboratingwiththeteachertodefinethecriteria,studentsbegintodevelopan

understandingofwhatqualitymeansinthecontextoftheirownwork.Wiliam(2007)emphasizes

thatsimplysharingcriteriawithstudentsisnotenoughbecausethewordsdonothavethe

meaningforthestudentthattheyhavefortheteacher.

B.Co

constructing

Criteria

i.Generatingcriteria(1:085:21)

Theprocessofcoconstructingcriteriabeginswithhavingstudentsbrainstormalistofpossible

lookforsforalearningtaskorgoal.Inthisclip,teachershavesharedthelearninggoalwith

students,andhavepresentedthemwithatask(i.e.,writinganopinionpiece;conductinga

scientificinquiryrelatingtomolarmass).Theybeginthebrainstormingprocessbyaskingstudents

tothinkaboutwhatsuccesslookslike(e.g.,Whatdoesitlooklikewhenwedothiswell?orHow

doweknowwehavelearnedto____________?).



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AfterViewing

Activity1Reflecton(anddiscussifviewingwithothers)thefollowing:

1. Howdotheteachersinthevideohelpinitiateandguidestudentsthinkingaboutcriteria?2. Howdoesthislearningactivityenhancestudentsassessmentknowledge,skills,and

literacy?

3. Isthereanythingthatsurprisedyou?4. Whatpriorlearningmighttheteachershaveaddressedtogetthestudentstothispointin

theirlearning?

Activity2Thevideoclipshowsavarietyofapproachesyoumighttakewhenaskingstudentsto

brainstormsuccesscriteria.Ifstudentshavepriorexperiencewiththeknowledgeorskillsbeing

addressed,youmightsimplyaskthemtothinkaboutwhatsuccesslookslike.Givingstudentstime

tothinkanddiscusswithpeerspriortobrainstormingasawholeclass(e.g.,usingaThinkPair

Share*strategy)mayhelpthosewhoneedextratimetoprocesstheirthinking.

Providinganonymoussamplesofstudentworkisanotherwaytoinitiatestudentsthinkingabout

successcriteria.

By

examining

stronger

and

weaker

samples,

students

are

able

to

identify

the

characteristicsortraitsthatembodysuccessfulperformance.

Anotherwaytodevelopcriteriawithstudentsistoaskthemtothinkaboutandmakejotnotes

aboutthecriteriaastheyareworkingthroughataskorassignment.Thisisaparticularlyeffective

wayofgeneratingcriteriawhen:

studentshavelimitedpriorknowledgeorexperiencewiththelearning studentsareidentifyingcriteriaforaskillthattheyaredevelopingoveranextendedperiod

oftimeandwillbeusingrepeatedly(e.g.,aproblemsolvingskill,aninquiryskill).

Atthe

end

of

the

task,

ask

students

to

share

their

notes

on

what

the

criteria

might

be.

Post

these

criteriaforongoingreference,review,andrevision.

Anotherapproachteacherscantakeistoprovidethecategoriesandaskstudentstobrainstorm

relatedcriteria.Anexampleisprovidedbelow:

Category Possiblecriteriastudentsmaygenerate

Expressesmathematical

ideasinanorganizedway

Usedifferentwaystoexplainideas(e.g.,pictures,numbers,words,graphs,diagrams)

Showallsteps Usemathematicalsymbolscorrectly Usemathematicalwordsfromthewordwallwhenexplaining Showthestepsyoudidoryourthinkinginorderfromfirsttolast Usedifferentcolourstoshowdifferentideas

Trythefirststepofthecoconstructionprocess,brainstormingcriteria,withyourstudents.Selecta

taskoractivitythatisfamiliartostudents(e.g.,settingclassrules,conductingascience



32/57

investigation,descriptivewriting,takingnotes).Havestudentsbrainstormcriteria(lookfors)for

qualityperformance.

1. BeginwithaThinkPairShareSquare*strategy.Ask,Whatwoulditlookliketodothiswell?

2. Aftertheyhavehadsometimetothinkanddiscussintheirquartets,recordallresponsesfromthestudentsduringthebrainstorming.

3. Encouragediscussiontoelicitstudentsunderstanding,toclarifymeaning,andtobuildconsensusonthecriteria.

4. Guidetheconversationand,ifnecessary,addyourowncriteriatoensurethatthelistreflectswhatissignificantforasuccessfulperformance.

*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestion

andprocesstheirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstep

byhavingpairssharewitheachother.

ii.Sorting

and

categorizing

(5:216:48)

Oncestudentshavegeneratedideasforcriteria,thelistneedstobeorganizedsothatitis

manageableforuseinprovidingfeedback,self andpeerassessing,andgoalsetting.Bygrouping

likeorrelatedcriteriaintocategories,studentsarebetterabletointernalizethecharacteristicsof

successfulperformanceonthetaskand/orlearninggoals.Clusteringlikecriteriaunderasingle

headingcanhelpstudentstoidentifyaspectsoftheirworkthatneedimprovement,whileatthe

sametimeprioritizingandlimitingthenumberofcriteriatheyneedtoattendto.Organizingthelist

helpsstudentstoremember,prioritize,andinternalizethecriteria.Itcanalsoincreasestudents

commitmenttotheinstructionalgoals(Rolheiser&Ross,2001).

AfterViewing

Activity3Reflect

on

(and

discuss

ifviewing

with

others)

the

following:

1. Howdoessortingandcategorizingexemplifytheseamlessintegrationofassessmentandinstruction?

2. Whatbenefitsmightcomefromengagingstudentsinthisexercise?Possiblebenefitscouldbe:

ahigherdegreeofstudentsownershipofandresponsibilityfortheirlearning; developmentofacommonandmeaningfulsetofstandards; deeperunderstandingofcriteriaandqualitywork; aredefinedstudentteacherpartnership.

Activity4RevisitthebrainstormedlistofcriteriaresultingfromActivity2inthissegment.Have

studentsgroupcriteriathataresimilar.Askthemtosuggestanameforeachgroupandbe

preparedtoexplaintheirchoiceduringclassdiscussion.

Alternatively,providestudentswithalistofbrainstormedcriteriarelatingtoacurrentlearning

goalortask,andaskstudentstoworkinpairstosortandcategorizethelist.Encouragethemto

justifytheirchoicestotheirpartner,andtosharetheirthinkingduringclassdiscussion.



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iii.Sharinganddisplayingcriteria(6:497:02)

Onceorganized,thecoconstructedcriteriacanbesharedanddisplayedinavarietyofways,

dependingonhowthecriteriaaretobeused.Displayingthecriteriaintheclassroomusingan

anchorchartorTchartmakesthelookforseasilyaccessibletostudentsduringlearning.

Teacherdevelopedtemplates,checklists,andrubricsmakethecriteriaaccessibletostudentsfor

useinselfandpeerassessment.Somesamplesofteacherdevelopedmaterialsareavailableinthe

ViewingGuidefortheSelfAssessmentvideointhisseries(pp.3639).

AfterViewing

Activity5ReviewthecategorizedcriteriaresultingfromActivity4inthissegment.Decidehowbest

tosharethecriteriawithstudents.Useoneoftheteacherdevelopedtemplatesreferencedabove,

ordesignyourown.

iv.Revisitingandrevisingcriteria(7:037:54)

Asstudentsworkwiththecriteria,applythemtosamples,andgainadeeperunderstandingofthe

learninggoalsandcriteria,itmaybenecessarytoreviewandrevisethedescriptorsandthe

languageof

the

criteria.

Some

students

may

benefit

from

limiting

the

number

of

criteria

or

prioritizingspecificsuccesscriteriaatappropriatetimesdependingonhowtheyareprogressingin

theirlearning.

Acriterionisaddedtothelist

Reviewingthecriteriaasstudentsarelearningprovides

opportunitiesfortheteacherandstudentsto:

furtherclarifythelookfors; prioritizethosecriteriawithgreatestimpacton

thelearning;

addadditionalcriteriabasedonnewlearning; ensurethatcriteriadetailsfacilitatemeaningfulfeedback; readilyhighlightnextsteps.

AfterViewing

Activity6Considerthesuccesscriteriachart(template,checklist,etc.)developedasaresultof

Activity5inthissegment.Usethecriteriatoprovidefeedbacktostudentsaboutataskor

performance.Alternatively,havestudentsusethecriteriatoself orpeerassesstheirlearning.

Afterwards,decidewhetherthecriterianeedrevision.

1. Isthelistcomplete?2. Didsomethingoccurtoyouortothestudentsthatmightbemissing?3. Doanyofthecriteriaonthelistneedfurtherclarification?

Makethenecessaryrevisionstogetherwiththestudents.

Activity7Onceyouhavecocreatedcriteriawithstudents,reflectontheexperiencetoidentify

whatwentwellandwhatwaschallenging.Consider(anddiscussiflearningwithothers)howyou

mightrespondtothechallenges.Somesamplechallengesandresponsesarelistedbelow.



34/57

PossibleChallenges RespondingtotheChallenges

Studentsmaynotknowenough

abouttheknowledgeandskillsthey

are

to

demonstrate

in

order

to

identifythesuccesscriteria.

ActivatepriorknowledgebyengagingstudentsinaThinkPairShareactivitytodiscussthegoalsand/ortask

with

a

partner.

Provideanonymoussamplesofthetaskorperformanceforstudentstoanalyse.

Askstudentstoidentifysuccesscriteriawhiletheyareworkingonataskorpractisingaskill.

Studentsmayidentifycriteriathat

arenotrelevanttothegoalsortask,

ormayleaveoutcriteriathatare

significantforsuccessful

demonstrationofthelearning.

Keepinmindthatthisisthefirststepintheprocessofdevelopingandrefiningthesuccesscriteriaaslearning

progresses,teachersidentifyopportunitiestorefine

studentsthinkingaboutthecriteriasothatstudentscan

focusonmoresignificantaspectsofthecriteria.

Whencoconstructingcriteria,teachersarenotrelinquishingtheirroleasleadlearnerifsignificant

criteriaarenotgenerated,teachersshouldcontribute

themtothelist.

Studentsmaynotengageinthe

processbecausetheyseethetaskof

developingthesuccesscriteriaas

theteachersresponsibility.

Priortococonstructing,discusswithstudentsthebenefitsofknowingthesuccesscriteria.

Coconstructingcriteriawith

studentscanbetimeconsuming.

Someteachers

might

find

it

difficult

tojustifythetimeittakestoco

constructthecriteria.

Blacketal(2003)notethatwhileanynontrivialchangein

classroomteachinginvolvestheteacherbothintakingrisks

and,at

least

during

the

process

of

change,

in

extra

work,

improvingassessmentpracticesresultsinimprovedstudent

achievementandengagement.Workingwithteachers

implementingassessmentforlearningintheirclassrooms,

theyfoundthattheworkinvolvedturnsouttobea

redistributionofeffort.Considermakingchangesstepby

step,startingsmall,andthenaddingfurtherrefinementsto

practice.

Havestudentsdiscusswhattheylearnedorwhatdoingthelearningactivitieslookslike.

Discusswithcolleaguesotherapproachestococonstructionthatpreservethestudentsactiveroleand

balancethetimecommitment.

Highlightandintegrateassessmentlanguageandskillsintoalllearningexperiences.

Sharewithstudentsupfrontwhatyouaredoingwithcriteria,andwhy.

Beginsmallandbuildonsuccessandengagement.34ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide


35/57

Beginslowandletthemomentumdrivethelearning. Providefrequent,focusedopportunitiestopractisegeneratingandapplyingcriteria.

Showingstudentssamplesofwork

maylimitcreativityorencourage

imitation.

Alignthetaskswiththesuccesscriteriaandthelearninggoal(s).

Ensureassessmenttasksprovidetheevidenceyourequire. Openupthepossibilitiesanduseadiversityofsamples. Incorporateoriginalityandcreativityasasuccesscategory,ifapplicable.

Provideopenendedtasksandchoiceinhowstudentsdemonstratetheirlearning.

Sharinglearninggoalsandsuccess

criteriaattheoutsetoflearning

maynotbepossibleforinquiryand

problemsolvingactivities.

Studentsmayrecordsuccesscriteriaenrouteastheyprogressthroughtheirinquiry/investigation.

Posterpaperorstickynotescanbeusedtorecordpotential

success

criteria

as

they

are

identified

during

the

inquiry.Consensuscanbereachedfollowingthe

investigation.

Anexitcardrequiringeachstudenttowritealearninggoalfortheinquiryandanumberofsuccesscriteriawill

helptheteacherassesswhohaslearnedwhat.

Alternatively,ingroupsoffour,useamixandmatch:Eachstudentrecordsonedistinctcriteriononapieceof

paper.Pairsofstudentsfromeachgrouprotate,visiting

everyothergroup,andgathersimilarsuccesscriteriato

theirownthatmightbelongtothesamecategory.

Followingthe

mix

and

match,

all

return

to

their

home

group,

namethecategory,listthecriteriaonposterpaper,and

postthemforalltosee.Studentsandteachersharetheir

observations,comments,recommendations, andquestions

priortocomingtoconsensus.


A.UsingRubricsasAssessmentTools

Rubricsarefrequentlyusedforthepurposeofevaluationtojudgethequalityofstudentswork.

Thecriteriausedinrubricsmaysometimesbetoobroad,generic,orvaguetobeusefultostudents

intheir

learning,

or

may

be

expressed

in

language

they

dont

understand.

However,

rubrics

can

alsobeusedinastudentcentredenvironmentasanassessmenttooltodeepenunderstanding

andimprovetheirlearning.Oncestudentshavegeneratedsuccesscriteria,itisanaturalnextstep

toengagethemincodevelopingtherubric.Asaresult,thelanguageusedinthedescriptorsand

qualifierswillbestudentfriendlyandwillmakeiteasierforstudentstogivespecificdescriptive

feedback,identifyconcretenextsteps,andsetindividualgoals.



36/57

Activity8Examinearubricyouhavebeenusingwithyourstudentsforsometime.Istherea

criterionthatmaybetoobroadorexpressedinlanguagechallengingtoyourstudents?

Askstudentstoexaminetherubric,andhavethemidentifyonecriteriontheyunderstandandone

criterionthattheydonotunderstand.Havethemtrytorewritebothcriteriainstudentfriendly

language.Engageyourstudentsinaclassdiscussionandhavethemsharetheirobservationsafter

thediscussion.Nexthavethemapplytherevisedcriteriatoananonymoussample,givingspecific

feedbackonwhatwasdonewellandwhatneedstoimprove.

Inthefollowingexample,Grade6studentsarelearningtowriteapersuasivetext.Theyhave

completedtheirfirstdraftandareintherevisionstageofthewritingprocess.Theexamplebelow

showsacriterionfromtheoriginalrubricforthistask,withdescriptorsateachlevel:

RubricCriterionLevel1 Level2 Level3 Level4

Reviseswritingto

improve

organizationand

clarity

Makesrevisionswith

limited

effectiveness

Makesrevisionswith

some

effectiveness

Makesrevisionswith

considerable

effectiveness

Makesrevisionswith

a

high

degree

of

effectiveness

Whenteacherandstudentsengagedinrewritingtheabovecriterioninstudentfriendlylanguage,

theresultwasthefollowingchecklist:

Checklist

PersuasiveWritingTask

I Wo

w!

On

target

Get

tingthere

Wo

rkingonit

Highlightedmainideas Checkedforlogicalorderingofmainideas Checkedtoseethateachmainideaispresentedinaseparateparagraph Lookedfortransitionwordstoconnecttheideasfromoneparagraphtothenext

paragraph(e.g.,also,finally,asaresult)

Checkedifwritingcontainstoomuchexplainingandremovedextrawords Checkedifwritingwasunclearandaddeddetailstoprovidemoreinformation Usedrevisingstrategiestodeleteandaddtext(e.g.,crossouts,arrows,

underlining,cuttingandpasting)

B.UsingSamplestoGenerateCriteria

Analysingsamplesofotherstudentsperformancesofataskisonewaytomakesuccesscriteria

visible,bothtostudentsandtoteachers.Thissegmentshowsstudentsexaminingsamplesto

identifysuccesscriteria.



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Activity9Workwithcolleaguestoidentifysuccesscriteriaforthetaskthatthestudentsinthis

videosegmentareassigned.

1. Review1:582:58ofthesegment,inwhichtheteachergivesstudentstheinstructionsforexamining

thesamples.

2. ReadAppendixK:IdentifyingSuccessCriteriaforaTask,whichprovidesinformationaboutthetask,the

overallandspecificexpectations,andthelearning

goaltobeaddressed,aswellastwosamplepieces.

3. Providecopiesofthetwosamplepieces.4. Inpairs,brainstormpossiblelookfors.5. Next,sortandcategorizeyourlist.6. Afterbrainstorming,sorting,andcategorizingyour

list,review3:155:22ofthesegment,inwhichthe

studentssharetheirideasforcriteria.Whileviewing,

considerthe

following:

Howdoestheteacherdrawoutstudentresponses? Iscocreationapartnershiporisitsimplystudentsdictatingthecriteria? Doesitappearthattheteacherhasidentifiedthecriteriapriortococonstructingwith

students? Whatevidenceistherethattheteacherhasdonethisplanning?

7. Compareyourlistwiththelistgeneratedbythestudentsandtheteacher.Discussyourobservationswiththegroup.

Howareyourlistsdifferent?Whymightthis

Documents

Success Criteria, Learning Intentions and Co-construction