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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
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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
6ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide
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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.
9ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide
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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
11ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide
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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)
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ExtendingtheLearning
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;
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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
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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.
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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.
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Activity7Haveyourstudentsmonitortheirprogressonaclusteroflearninggoalsastheymove
throughaunitoflearning.ALearningGainstrackingtemplate(Keeley,2008,p.183)isone
assessmenttoolstudentscanusetoassesstheirprogresstowardseachlearninggoalinacycleof
learning.Thisassessmentstrategycansupportselfassessmentwhenthelearninggoalsare
scaffoldedtoidentifytheincrementalstepsordiscreteknowledgeandskillscomprisingthe
expectedlearning.
1. Modelhowthetemplatemaybeused.2. Askstudentstoassesstheirprogress.3. Havestudentssharetheirreflectionsatsomepointduringlearningandafterthelearning
hasbeencompleted.
4. Designasimilartemplateforaclusteroflearninggoalsforyournextcycleoflearning.AppendixH:TrackingProgressprovidessomesamplesoftrackingtemplates.
ExtendingtheLearning
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
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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)?
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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.
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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.
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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
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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
ExtendingtheLearning
Activity6Selectataskthatyouwillbeaskingstudentstoperformforwhichyouoracolleague
mayhavesomesamples.Whatlearningarestudentsexpectedtodemonstrate?Howarethe
knowledgeandskillsconnectedtotheachievementchart?Whatarethecharacteristicsof
achievementthatformthebasisofthecriteria?Withacolleague,developalistoflookforsfor
thetask.
Activity7Considerthefollowingquestionswhenreflectingonyourassessmentpractices:
Whatvalueisthereinstudentsknowing,inadvance,whattheyareexpectedtolearnandwhatitwilllooklikewhentheyhavesuccessfullylearnedit?
Howdoesexplicitlyteachingstudentstobeassessmentliterateleadtoindependentlearning?
Whatsignificancedosuccesscriteriahaveinyourclassroomassessmentandinstruction?
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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
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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.
ExtendingtheLearning
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
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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.
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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.
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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.
ExtendingtheLearning
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.
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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.
36ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide
7/30/2019 Success Criteria, Learning Intentions and Co-construction
37/57
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