Success Criteria, Learning Intentions and Co-Construction

LearningGoals& SuccessCriteria
AssessmentforLearningVideoSeries
VIEWINGGUIDE
AresourcetosupporttheimplementationofGROWINGSUCCESS: Assessment,Evaluation,andReportinginOntarioSchools.FirstEdition, CoveringGrades112,2010

Contents
Introduction3 Segment1TheFoundationofAssessmentforLearning6 Segment2DevelopingLearningGoals11 Segment3SharingandClarifyingLearningGoals17 Segment4DevelopingSuccessCriteria22 Segment5HelpingStudentsUnderstandCriteria26 Segment6CoconstructingSuccessCriteria30 Appendices39 A:WhereAmINow?39 B:MyLearningPlan40 C:LearningGoalsandSuccessCriteriaQuotations41 D:LearningGoalsConceptAttainment43 E:LearningGoalsChecklist45 F:SharingandClarifyingLearningGoals46 G:SharingandClarifyingLearningGoalsReflectingonMyPractice47 H:TrackingProgress48 I:HelpingStudentsUnderstandSuccessCriteria50 J:SharingandClarifyingSuccessCriteriaReflectingonMyPractice51 K:IdentifyingSuccessCriteriaforaTask52 L:SuggestedReading54 References55
2ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide
Introduction
Thisviewingguideaccompaniesthevideo,LearningGoalsandSuccessCriteria,whichshows teacherslearningaboutidentifying,sharing,andclarifyinglearninggoalsandsuccesscriteria,and implementingthesepracticeswiththeirstudents.Theguideprovideslearningactivitiesto facilitatereflectionanddiscussionaboutlearninggoalsandsuccesscriteriaandtoprovidesupport fortryingnewpractices.Whileyoucanusethisresourcetolearnindependently,bylearning collaborativelyyouandyourteachingcolleaguescanprovideoneanotherwithsupportand feedbackthroughoutthelearningprocess. Inthisvideoyouwilllearnhowto: developlearninggoalsandsharethemwithstudents; clarifystudentsunderstandingofthelearninggoals; identifysuccesscriteriaforuseinassessmentbyteachersandstudents; ensurethatstudentsandteachersshareacommonunderstandingofthelearninggoalsand successcriteria; increasinglyengagestudentsinclassroomassessmentsothattheycanbecome independentlearners.
PlanningYourProfessionalLearning
a. SelfAssessmentandGoalSetting Beforeviewingthevideo,usetheselfreflectiontool,AppendixA:WhereAmINow?,toidentify whatyouarealreadydoingwellandanareaofassessmentpracticethatyouwouldliketo implementorimprove.Youmaywishtomonitoryourprofessionallearningatregularintervals usingthisassessmenttool. b. ViewingtheVideo Thevideoisdividedintosixsegments,eachofwhichfocusesonaspecificaspectofdeveloping, sharing,andclarifyingstudentslearninggoalsandsuccesscriteria.Thisviewingguidecontains additionalinformationandselectedactivitiesrelatedtothecontentofthevideo.Eachsegmentis organizedasfollows: KeyQuestions:Provideafocusforviewingandreflection.Usethesequestionstoinitiate thinkingandpromotediscussionpriortoandafterviewingeachsegment. WhatsinThisSegment:Presentsadditionalinformationaboutthecontent.Time signaturesrelatetheinformationtospecificstrategiesandskillsshowninthevideo. AfterViewing:Suggestsactivitiesintendedtopromotereflectionanddiscussionandways toapplynewlearningwhenplanningandteaching.AfterViewingactivitiesaregenerally providedforeachWhatsinThisSegmenttimesignature. ExtendingtheLearning:Includesaselectionofpostviewingactivitiestoextendand challengethelearningbeyondcurrentpractice.
Whileviewingthevideo,considerusingoneofthefollowingorganizerstofocusyourviewing: ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide WhatIAlreadyKnow

(completebeforeviewing)
WhatIHadntThought of(noteduringviewing)
NextStepsforMe
(completeafterviewing)
ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide Whatarethestudentsdoing? (Whatsdifferent?) Whatistheteacherdoing? (Whatsdifferent?) Whataretheylearning?

c. ActionandFeedback TheactivitiesprovidedinExtendingtheLearningareintendedtohelpyouimplementthe strategies.Considerinvitingacolleaguetoprovidefeedbackasyourcriticalfriend(Costa& Kallick,1993).Criticalfriendsobserveandaskquestionstoexplorethereasonsforyour instructionaldecisions.Theyprovidesupportastheychallengeyoutogrowprofessionally. d. ReflectionandGoalSetting Onceyouhavereachedalevelofcomfortinusingthenewpractice,revisittheselfreflectiontool, AppendixA:WhereAmINow?,toplannextsteps.AppendixB:MyLearningPlanisprovidedto supportyouinsettinglearninggoalsanddevelopingactionplans.

SettingtheStage
AppendixC:LearningGoalsandSuccessCriteriaQuotationscanbeusedbeforeviewingtoactivate priorknowledgeandengagetheviewerinreflection(anddiscussionifviewingwithothers)andin makingconnectionstohisorherownassessmentpractices. UsethefollowingHavetheLastWordstrategy: 1. Copythequotesontoindividualsheetsofpaper,usingafontthatislegibleforsharingina group. 2. Dividetheparticipantsintogroupsof4to6. 3. Distributethequotessothateachgroupmemberhasadifferentquote. 4. Askeachparticipanttoindividuallyreadandreflectonthemeaningofhisorherquote. 5. Askgroupstobeginsharingasfollows:Thefirstparticipantreadsthequotealoudtothe groupandshareshisorherreflections.Everyotherparticipantthenhasanopportunityto comment,withthepersonwhoreadthequotehavingthefinalword.Theprocess continuesuntilallofthequoteshavebeenread.Eachparticipanthasaturnathavingthe lastword. 6. Askeachgrouptocollectivelyanswerthefollowingquestion:Basedonthesequotes,what isbestpracticewithrespecttoidentifying,sharing,andclarifyinglearninggoalsandsuccess criteria?
Segment1TheFoundationofAssessmentforLearning
Assessmentforlearningimprovesstudentlearningand,inaddition,helpsstudentsbecome independent,selfmonitoringlearners(Black&Wiliam,1998;Clarke,2008).Teachersplayan essentialroleinsupportingstudentstodeveloptheseskillsby: ensuringthatstudentshaveaclearunderstandingofwhattheyarelearningandwhat successfullearninglookslike; modellingdescriptivefeedback,selfassessment,andgoalsetting;and providingopportunitiestopractisetheseskills,firstwithguidanceandsupportand thenindependently. KeyQuestions Learningiseasierwhen Howdoesidentifying,sharing,andclarifyinglearninggoalsand learnersunderstandwhat successcriterialeadtoacommonunderstandingofwhatis goaltheyaretryingto beinglearned? achieve,thepurposeof Howarelearninggoalsandsuccesscriteriafoundationalto achievingthegoal,andthe improvedlearningforstudents? specificattributesofsuccess. (Chappuis&Stiggins,2002) WhatsinThisSegment? Thissegmentintroducesthepracticesinwhichteachersandstudentsengagewhentheyuse assessmenttoimprovelearning,withaparticularemphasisonlearninggoalsandsuccesscriteria. Acommonunderstandingamongteachersandstudentsofthelearninggoalsandsuccesscriteriais thefoundationuponwhichdescriptivefeedback,selfassessment,andgoalsettingarebuilt.When teacherstaketimetoidentify,share,andclarifythelearninggoalsandsuccesscriteriawiththeir students,studentsbegintoacquiretheknowledgeandskillstheyneedtodirecttheirown learning.
A.WhereAmIGoing?(1:102:03) Learninggoalsandsuccesscriteriaarecriticalpiecesofinformationstudentsneedtobesuccessful learners.HattieandTimperley(2007)describethreequestionsthatguidelearningforstudents: WhereamIgoing? HowamIgoing? Wheretonext? Identifyingandsharinglearninggoalswithstudentsatornearthebeginningofaperiodof instructionisintendedtoprovideanexplicitanswertothefirstquestion,byclearlysetting

directionaboutwhatthestudentsareexpectedtolearn.Makingthesuccesscriteriaexplicithelps studentstodeterminetheanswertothesecondquestion,HowamIgoing?,byidentifyinglook forsthatstudentscanusetomonitortheirprogresstowardsthegoals. AfterViewing Activity1Reflecton(anddiscussifviewingwithothers)thefollowingquestion: Howdoesaclearandcommonunderstandingoflearninggoalsandsuccesscriteriahelp studentsrespondtothethirdquestion,Wheretonext?
B.TheSelfAssessment LearningGoals Continuum(2:045:52) Thiscontinuumisrootedinthe workofBlackandWiliam(1998; SuccessCriteria 2008),andhasevolvedfrom teachersengagingtheirstudents DescriptiveFeedback inclassroomassessment.Itisa practicalframeworkthathelps SelfandPeerAssessment teacherstounderstandthe interrelationshipofthe assessmentpracticesthatsupport IndividualGoalSetting studentsinbeingabletomonitor anddirecttheirownlearning(e.g., throughselfassessmentandgoal setting).Itisalsoaconvenientwayforstudentstolearnthelanguage,knowledge,andskills associatedwithselfassessmentandindependentlearning.Eachstageinthecontinuum increasinglyengageslearnersinmonitoringtheirlearningandsettinggoals,andprogressively leadstoindependentlearning.Thecontinuumhighlightsthetransformationthatteachersand studentsexperienceinhowtheyteachandlearnwhentheyembracethespiritofassessmentfor learningandassessmentaslearning. i.Learninggoals(2:042:36) Learninggoalsarebriefstatementsthatdescribe,forstudents,whattheyshouldknow, understand,andbeabletodobytheendofaperiodofinstruction(e.g.,alesson,acycleof learning,aunit,acourse).Theyrepresentasubsetorclusterofknowledgeandskillsthatstudents mustmasterinordertosuccessfullyachievetheoverallexpectations. ii.Successcriteria(2:373:11) Successcriteriadescribe,inspecifictermsandinlanguagemeaningfultostudents,whatsuccessful attainmentofthelearninggoalslookslike.Criteriahelpstudentsunderstandwhattolookfor duringthelearningandwhatitlookslikeoncetheyhavelearned.Qualitysuccesscriteriamakethe learningexplicitandtransparentforstudentsandteachersalike.Theyidentifythesignificant aspectsofstudentperformancethatareassessedand/orevaluated(i.e.,thelookfors)in relationtocurriculumexpectations.
EngineeringEffectiveQuestions, Conversations,andLearningTasks GatheringInformation
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) Iwillbeabletoselecttheevidencethatsupportsmy 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. Somereflectionsthatmightsurface Clarifyinglearninggoals: answersthequestionsWherearewegoing?,Whatareweexpectedtolearn?; helpsidentifythecurriculumexpectationstobeaddressedinthelearning; makesthelearningtransparent; buildsacommonunderstandingofthelearning; helpsdefinequalitysuccesscriteria; invitesstudentstotakeownershipoftheirlearning; encouragesstudentstoreflectonandinternalizethelearning. Cocreatingsuccesscriteria: answersthequestionsWhatdoessuccessfullearninglooklike?,Whatarewetolookfor duringthelearning?; makesthesuccesscriteriaexplicitforteachersandstudentsalike; buildsacommonunderstandingofsuccess; lendsitselftodescriptivefeedback; promotesselfandpeerassessment; helpsidentifypossiblenextsteps;
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.Selfandpeerassessment(4:415:24) Whensuccesscriteriaareclear,transparent,andexplicit,studentscanlearntousethecriteriato assesstheirworkandimprovetheirlearning.Studentsandteachersbegintospeakacommon languagethatreflectstheircommonunderstandingofwhatitmeanstolearn.Theprocessofco creatingthecriteria,developingacommonunderstandingofsuccess,comingtoagreementonthe preciselanguageusedtodescribethecriteria,andlinkingallfeedbacktothecriteriaencourages studentstointernalizethecriteriaandenhancesboththeirknowledgeandskills.Clearly understandingthesuccesscriteriameansthatstudentshaveaframeworkforgivingthemselves feedbackabouttheirownworkinrelationtothecriteria. AfterViewing Activity5 a)Examinetheclip(4:414:59)tofindevidenceinthestudentresponsesthatindicatesthe studentshavebeentaughttousethesuccesscriteriatoselfandpeerassess. 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.
AfterViewing Activity6Examinethelearninggoalwrittenbythestudent(5:53).Doesitchallengeyourbeliefs aboutwhatstudentscando,whattheycanlearn?Trytobacktracktoidentifytheknowledge, skills,andprocesstheteacherincorporatedinplanningtobringstudentstothislevelof independentpractice. C.TeacherandStudentReflections(5:537:01) Activity7Whilewatchingthissegment,recordsomeofthereflectionsoftheteacherandstudents inrelationtothefollowingpoints: Positiveresultsthatflowfromunderstandinglearninggoalsandsuccesscriteria Havingtheopportunitytouseandapplythecriteria Reflecton(anddiscussifviewingwithothers)the implicationsforteachersandstudentsof: Assessmentforlearningis identifying,sharing,andclarifyinglearninggoals; aboutfarmorethantesting coconstructingandusingsuccesscriteria. morefrequentlyorproviding teacherswithevidenceso ExtendingtheLearning thattheycanrevise Activity8Reflecton(anddiscussifviewingwithothers)the instruction,althoughthese followingquestions: stepsarepartofit.In Whatistherelationshipbetweenclearlearninggoals addition,wenow andthespecificandoverallexpectationsoutlinedin understandthatassessment theOntariocurriculum? forlearningmustinvolve Whyisitessentialthatstudentsandteacherscome studentsintheprocess. toacommonunderstandingofwhattheyare expectedtolearn? (Stiggins,2002) Whenandwhyisitimportanttoscaffoldlearning goalsforstudents? Activity9Ifthevideoisbeingusedinacommunitysetting,useanInside/OutsideCirclesstrategy: Participantsstandinpairsintwoconcentriccirclestoengageinafocuseddiscussion.Participants thenrotatetonewpartnerstofurtherthediscussionprocessonthesamequestionoran extensionquestion.Questionsfordiscussionmightinclude: 1. Whyarelearninggoalsandsuccesscriteriafundamentalprerequisitesforstudentsto becomeindependentlearners? 2. Howcanidentifying,sharing,andclarifyinglearninggoalsandsuccesscriterianurture collaborativelearningpartnershipsbetweenteachersandstudents? Activity10Ifyouhaventalreadydoneso,usetheselfreflectiontool,AppendixA:WhereAmI Now?,toidentifywhatyouarealreadydoingwellandanareaofpracticefocusingonlearning goalsandsuccesscriteriathatyouwouldliketoimplementorimprove.Youmightrevisitthistool atregularintervalstomonitoryourprofessionallearningovertime.
Segment2DevelopingLearningGoals
Studentscanhitanytarget theycanseethatholdsstill forthem. (Stigginsetal,2006)
Researchemphasizestheimportanceofempoweringstudentsto becomeselfmonitoringandselfdirectedlearners.Thefirststep indevelopingindependentlearnersistoensurethatstudents knowpreciselywhattheyaretolearn.Learninggoalsdescribethe knowledgeandskillsintheOntariocurriculumthatstudentsare requiredtolearn,inawaythatactivelyengagestheminthe learningprocess.Whenteachersexpresscurriculumexpectations aslearninggoalsinstudentfriendlylanguage,studentsknowwhattheyhavetolearn,connectthe taskstheyaredoingwithwhattheyarelearning,andareabletomonitorhowtheyaredoingin lightofthesegoals. KeyQuestions Whatarethecriteriaforeffectivelearninggoals? Howdoesdevelopingstudentfriendlylearninggoalshelpteachersandstudentscometoa 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 Desiredknowledgeandskills anonlinearpath.
i.Identifiesknowledgeandskillsfromthe curriculumexpectations(1:183:15) Whenwritinglearninggoalsteachersusethe curriculumexpectations,whichidentifythe knowledgeandskillsstudentsareexpectedtolearn, asastartingpoint.Learninggoalsdonotrewritethe curriculum,butrathersharewithstudentswhere wearegoinginawaythatstudentscanunderstand. Byclusteringandscaffoldingoverallandspecific expectations,teachersunpackthecurriculuminto manageablechunkssothatstudentscansuccessfully
Learninggoal Scaffolding Learninggoal Learninggoal Learninggoal Currentknowledgeandskills
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. Learninggoalscanrepresentknowledge andskillstobedevelopedoverbothlong termandshorttermperiods.Longterm goalstypicallyrepresentasignificantskill thekindoflearningoutcomerequiringa numberoflessonsforstudentstoachieve it(Popham,2008,p.24).Teachersuse shorttermgoalstoidentifystepbystep buildingblocksstudentsneedtoachieve thelongtermgoal.Pophamreferstothese Thelongtermgoalspictured(above)representlearning clustersofshorttermgoalsaslearning thatistobeachievedbytheendofaunit.Withinthe frameworkoftheselongtermgoals,teachersdevelop progressions,asequencedsetofsubskills incremental,scaffoldedgoalstofocusstudentslearningin andbodiesofenablingknowledgethat theshortterm. studentsmustmasterenroutetomastering amoreremotecurricularaim(Popham, 2008,p.24). Theteachersinthisclipdeconstructtheoverallandspecificexpectationsinordertobuilda progressionoflearninggoals.Thesegoalsprovidestudentswithdifferententrypointsintothe learning,andsupporttheteacherseffortstodifferentiateinstruction.Intheclip(2:163:16), teachersunpacktheconceptsandskillsstudentsneedinordertoachievethelongtermgoalI cansimplifypolynomialexpressionsthroughadditionandsubtractionandidentifythreeshort termgoals: Icanidentifypolynomialexpressions. Icanidentifylikeandunliketerms. Icangroupliketerms.
AfterViewing Activity3Reflecton(anddiscussifviewingwithothers)thefollowingquestions: 1. Howdoincrementallearninggoalsscaffoldinstructionforstudents? 2. Howdoescollaboratingwithcolleagueshelpteacherstoscaffoldlearningfortheir students? Activity4Consideranupcomingcycleoflearningforyourstudents(ifpossible,workwitha colleague). 1. Examinetheoverallandspecificexpectations.Identifytheknowledgeandskillsstudents areexpectedtodemonstrate.Dotheexpectationsidentifyknowledgeandskillsthatbuild uponeachother? 2. Usethelistofknowledgeandskillsidentifiedin(1)tocreatealearningprogressionof shorttermgoalsthatwillhelpstudentstobesuccessfulintheirlearning. Activity5Involvingstudentsindeconstructingexpectationsandformulatinglearninggoalsisone waytoensuretheyhaveacleargraspofwhattheyaresupposedtoknowanddo.Belowisa suggestedprocessthatcouldbeplannedwithacolleagueorindividually. Identifyaclusterofexpectationstobeaddressedinanupcominglesson.Ensurethatatleastone ofthespecificexpectationswillrequireunpackingi.e.,itneedstobebrokendownintoanumber ofsimpler,incrementalgoals. 1. Displaytheselectedspecificexpectation(s)totheclass. 2. Askstudentstoexpresstheexpectation(s)asalearninggoalorgoals,usingtheirown words.Ifrequired,promptthembyasking,Whatareweexpectedtolearn? 3. Sharesomeofthesamplegoalswiththeclassfordiscussion. Wherepossibleusethestudentssamplegoalsto: highlighttheessentiallearning(knowledgeand/orskills)identifiedintheexpectation(s); identifywherethestudentsmayhavedeconstructedandreconstructedtheexpectation(s) usingtheirownwords; lookforincrementalgoalsthatmightleadtothescaffoldingofthemorecomplexspecific expectation(s). iii.Expressedinlanguagemeaningfultostudents(3:475:06) Curriculumexpectationscanbequitecomplex,usingabstractorsubjectspecificlanguagethatis unfamiliartostudents.Expectationswillfrequentlyaddresssomeunderstandingorbigideathat studentsneedtoseeexpressedinmoreconcreteterms.Rewritingtheseexpectationsinlanguage meaningfultostudentshelpsteachersandstudentsbeginwithacommonunderstandingofwhat istobelearned. Whilestrivingtoexpressthelearninginstudentfriendlylanguage,teachersrecognizethateach subject/disciplinehasspecificterminologythatstudentsareexpectedtoknowandunderstand, andusewhencommunicatingtheirlearning.Teachersusethisterminologyinthelearninggoal statementaspartofwhatistobelearned.Inthevideo,thewordsimplifyisatermthatstudents arerequiredtounderstand,anditisthereforeusedinthelearninggoal.Similarly,inthegoalWe
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,incrementallearninggoalsthatuseverbsthatdescribespecificandobservableactions oractivitiesaretoolsthatstudentscanusetobecomeindependentlearners.Studentsuselearning goalsandsuccesscriteriatomonitortheirprogress.Whilethegoalofthelearningmaybethat studentsunderstandaconcept,learninggoalsthatgivemorespecificdirectionaboutwhat understandinglookslikebenefitstudentsintheirlearning. AfterViewing Activity7Whenplanning,lookatexpectationsthatrequirestudentstodemonstratetheir understanding.Rewritetheseexpectationsusingverbsthatarespecificandobservable.Willthe studentsneedtoidentify,describe,explain,apply,analyse,andsoon?Trytobevery preciseintheobservableverbsyouchoosetodemonstrateunderstanding. RevisittheshorttermlearninggoalsdevelopedinActivity4.Aretheverbsspecificandobservable? Dothegoalsconveyexplicitlytothestudentswhatistobelearned?Onestrategytocheckifthe learninggoalsareexpressedinawaythathelpsstudentstomonitortheirlearningistoaskthem tocompleteanexitcardattheendofalesson.Posethefollowingquestions: Howareyouprogressingonthelearninggoal? Howdoyouknow?
Thekeytousinganexitcardisalsotousetheinformationthenextclass.Itisimportanttoshow studentsthattheinformationtheygiveyouisrelevantandthatitguidesinstruction. v.Statedfromthestudentsperspective(5:235:38) Writingthelearninggoalsfromastudentsperspective(Wearelearningto;Iwillbeableto )encouragesstudentstotakeownershipofthelearningwhilesimultaneouslymakingthe learningmoreexplicit.

B.ApplyingtheSuccessCriteriaforSuccessfulLearningGoals(5:396:54) Learninggoalscanbeexpressedinavarietyofways,dependingonthereadinessofthelearner andthenatureofthelearningbeingaddressed.Thisclipsummarizesthecriteriaforeffective learninggoalspresentedearlierinthesegment,andshowshowthecriteriacanbeappliedtoa specificexpectation. AfterViewing Activity8AppendixE:LearningGoalsChecklistlistscriteriadevelopedbyteacherstoconsider whencraftinglearninggoals.Thechartbelowprovidesavarietyofweakerandstrongersamplesof learninggoals.Selectoneormoregoalsandusethechecklisttoassesstheireffectiveness.Whatis donewell?Whatneedsimprovement?Howcanimprovementsbemade? SecondarySamples ElementarySamples 1. Wearestudyingthecreativeprocess. 1. Icantellaboutthepeopleandplacesin (Gr.9TheArts) mycommunity.(Gr.1SocialStudies) 2. Wearelearningtousecuestoinfer 2. WearestudyingLivingSkills.(Gr.2 themeaningofunfamiliarwords.(Gr. HealthandPhysicalEducation) 9CoreFrench) 3. Understandtheimportanceofproblem 3. Icanmakeandexplaininferences solving.(Gr.3Mathematics) abouttexts.(Gr.9English) 4. Icannameanddescribedifferent 4. Wearelearningtoexplainhowcolour elementsusedtocreatemusic.(Gr.4 isproducedandusedusingthe TheArts) additiveandsubtractivetheoriesof 5. Wearelearningtoidentifythepointof colourmixing.(Gr.10Science) viewpresentedinatext.(Gr.5 5. Useappropriateandinclusive Language) content,images,andlanguagein 6. Youwillapplyavarietyoftactical communicationsmediaproductions. solutionstoincreaseyourchancesof (Gr.10TechnologicalEducation) successasyouparticipateinphysical 6. Icanuseavarietyoftechniquesto activities.(Gr.6HealthandPhysical conveyasenseofmovement.(Gr.11 Education) TheArts) 7. Bytheendofthelesson,studentswill 7. Wearelearningtounderstand beabletodesignandsafelybuild recursivesequences.(Gr.11 parallelcircuitsandseriescircuits.(Gr.6 Mathematics) ScienceandTechnology) 8. Icanexploreawiderangeof 8. Iamlearningtoanalysetheissues increasinglycomplextraditionaland relatedtosubstanceuse.(Gr.7Health emergingtechnologies,tools,and andPhysicalEducation) techniques.(Gr.12ComputerStudies) 9. Youwilllearnabouttherelationshipof 9. Iamlearningtounderstand theanglesinatriangle.(Gr.8 accountingprinciplesandpractices. Mathematics) (Gr.12BusinessStudies) 10. Studentswilluseavarietyofmethodsto constructbisectorsoflinesegmentsand angles.(Gr.8Mathematics)
ExtendingtheLearning Activity9Thinkaboutalessonthatyouareabouttoteach. Whenweinvesttimeup 1. Consideroneortwooftheteaching/learningactivities fronttobuildthevision[of (thethingsyouaskstudentstododuringthelesson). whatstudentsaretobe Whatknowledgeand/orskillsarestudentsexpectedto learning],wegainitback learnasaresult? laterinincreasedstudent 2. Writeasentenceidentifyingtheexpectedlearning. motivationandtheresulting 3. UsingthecriteriainAppendixE:LearningGoals higherqualitywork. Checklist,selfassessyourlearninggoalstatements.(If youarelearningwithcolleagues,youmaywishtopeer (Chappuis,2009) assesseachotherslearninggoals.) 4. Usethefeedbackgeneratedbyassessingyourownora colleagueslearninggoaltoidentifywhatwasdonewellandpossibleareasforimprovement. Reflectonand/ordiscusshowyoumightrevisethelearninggoalsbasedonthefeedback. Activity10Examineaunitofstudythatyouteach.(Ifpossible,youllwanttodothisactivitywith colleagues.) 1. Identifythelongtermlearninggoal(s)forthisunit. 2. Identifythelearninggoalsforeachofthelessons. Activity11Readthescenariobelow;thenconsiderthequestions OverallExpectations thatfollow: A1.TheCreative Teachersexaminedtheoverallexpectationsforacycleoflearning, Process:applythe andthenidentifiedwearelearningtoproduceamusical stagesofthecreative compositionastheirlongtermlearninggoal.Theydecidedthat processwhen theproductionofamusicalcompositionwouldbethebestwayfor performingnotated studentstodemonstratetheirlearningontheoverallexpectations. and/orimprovised Theychosetoscaffoldthelearningusingthefollowingprogression musicandcomposing ofincrementallearninggoals,basedonaclusterofrelatedspecific and/orarrangingmusic; expectations(identifiedinbrackets). A2.ElementsofMusic: applyelementsofmusic Iamlearningto: whenperforming usethecreativeprocesswhencomposing;(A1.2) notatedandimprovised applythestepsinthecreativeprocesstoproduceamusical musicandcomposing composition(A1.2); and/orarrangingmusic; usetheelementsofmusictoplanacomposition(A2.3); A3.Techniquesand useacompositionaltooltocreateacomposition(A3.3). Technologies:usea varietyoftechniques 1. Examinethelongtermlearninggoalandapplythecriteria andtechnologicaltools foreffectivelearninggoals.Identifywhatthewritershave whenperformingmusic donewellandapossibleareaforimprovement. andcomposingand/or 2. Whatobservationscanyoumakeaboutthefourincremental arrangingmusic; goalsandhowtheyhavebeenscaffolded? 3. Selectoneoftheincrementalgoalsaboveandunpackitintotwoormoreincrementalgoals thatmightsupportastudentneedingmoresupportforhisorherlearning.
Segment3SharingandClarifyingLearningGoals
Onceteachershaveidentifiedthelearninggoalsfromthecurriculumexpectations,itiscriticalthat theselearninggoalsbesharedandclarifiedwiththestudentssothattheirunderstandingofthe goalsdeepensastheyprogressthroughthelearningcycle.Studentsunderstandingofthelearning goalsisaprerequisitetotheirabilitytomonitortheirlearningthroughselfassessment.When teachersensurethatwhattheyareteachingcoincideswithwhattheirstudentsthinktheyare learning,theendresultisimprovedlearningforall.
Teachersshouldcontinually helpstudentsclarifythe intendedlearningaslessons unfoldnotjustatthe beginningofaunitofstudy. (Chappuis&Stiggins,2002)
KeyQuestions Howcanteachersensurethateachstudenthasanopportunityto clarifyhisorherunderstandingofthelearninggoal(s)? Howdoessharingandclarifyinglearninggoalsbuildacommon understandingofthelearningandhelpstudentsinternalizethe learning? Whyisacommonunderstandingofthelearningessentialto improvedlearning,studentownershipoflearning,and independentlearning?
WhatsinThisSegment? Teachersuseavarietyofstrategiestoshareandclarifythelearninggoalswithstudentsbefore, during,andattheendofthelearning,dependingonthenatureofthelearninggoal.Thetime takentoclarifywithstudentspreciselywhattheyarelearning,andtoemploystrategiesthatbuild acommonunderstandingofthelearning,leadstoimprovedlearningandhelpstodevelop independentlearningskills.Theprocessofsharingandclarifyinglearninggoalsbuildsacommon 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
andcriteriaforsuccess,however,isthatstudentscomprehendwhatthoseobjectivesmean Itsnotagoalifthestudentcantenvisionit. WhileViewing Activity1 UseAppendixF:SharingandClarifyingLearningGoalstorecordyourobservationsandthinking whilewatchingthissegment. AfterViewing Activity2UseAppendixG:SharingandClarifyingLearningGoalsReflectingonMyPracticeto considerhowyoumightapplysomeofthestrategiesshowninthevideo. Activity3Developinglearninggoalswithstudentsisonewaytobegintobuildacommon understandingofwhatistobelearned.Consideralessonyouwillbeteaching.Haveyourstudents deconstructandreconstructsomespecificexpectationsintosimplelearninggoals,asfollows: 1. Identifyaspecificexpectationtobeaddressedinthelesson. (Youmaydecidetoselectalesscomplexexpectationthe Manyteacherswhohave firsttimeyoutrythisactivity.) triedtodeveloptheir 2. Askstudentstocopythespecificexpectationintheir studentsselfassessment notebookandcircleanywordsthatmaybeunclearor skillshavefoundthatthe confusingtothem. firstandmostdifficulttaskis 3. Havestudentsworkinpairstodiscussthemeaningofany togetstudentstothinkof circledwords. theirworkintermsofaset 4. Then,havestudents,workingingroupsoffour,substitutea ofgoals. simplersynonymforanyofthecircledwords. 5. Onceeachgrouphasacompletedlearninggoalstatement, (Black etal,2004) displaythegroupsstatementsintheclassroom. 6. Asaclass,discussanyquestionsstudentsmighthave,and cometoconsensusonthelearninggoal.Aspartofthediscussion,askstudentsquestionsto helpthemseehowthislearningconnectstothebigideasofthecourseorunit. Youmaywishtomodelapplyingthecriteriaforeffectivelearninggoalstooneoftherevised statements.Asafollowupactivity,youmighthaveadiscussionwiththestudentsaboutthe effectivenessofthestrategy.Whatdidtheylearn?Didithelpclarifythelearningforthem?How mightthisstrategybemodifiedtosupporttheirlearning? Trytointegratethisandotherstrategiesforsharingandclarifyingthelearninggoalsintolearning activitiesplannedforthelearningcycle. Activity4Incertainlearningcontexts,itcouldbecounterproductivetosharethelearninggoalat theoutsetofthelearning.Forexample,whenstudentsareinvolvedininquiry,sharingthelearning goalinawaythatidentifieswhatistobediscoveredmightmaketheinquiryunnecessary.
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?
Activity5AccordingtoMossandBrookhart(2009,p.25),themostimportantmethodforsharing thelearninggoalisdesigningassignmentsthatmatchthelearninggoals.Throughassignmentsthat arewellalignedwiththelearninggoals,theteachertranslatesthelearninggoalintoactionfor thestudent. Asstudentsareworkingonanassignment,invitethemtowritealearninggoalintheirownwords basedonwhattheythinktheyarelearning.Thisactivitycanprovidecriticalassessment informationbyidentifyingthosewhoarelearningandthoseneedingadditionalsupport.Thesame activitymightbeusedtomakeadjustmentstotheinstructionordifferentiateforstudentsbased onthefeedback. B.StudentsAssessmentofProgressinRelationtotheLearningGoal(5:507:01) Whenstudentshaveaclearunderstandingofwhattheyaresupposedtolearn,theyareableto tracktheirprogresstowardsachievingtheirgoals.Teachersregularlyaskstudentstoreflecton theirprogresswithrespecttothe ExitCard learninggoalsusingavarietyof assessmentstrategiesandtools(e.g., LearningGoal: exitcard,individualdisplayboards,and _____________________________________________ learninggoalorganizers). TodayIlearned/TodayIlearnedmoreabout/ Activity6Anexitcardcanbeusedby TodayIimprovedat studentstomonitortheirprogress towardsalearninggoal.Inviting SomeofthestepsItooktogetthereare studentstoreflectontheirlearningat theendofalessoncanhelpthem SomeevidencethatIammeetingthelearninggoalis furtherinternalizeandpersonalizethe learninggoal. Ineedtolearnmoreabout
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?Reframingthequestiontofocusonlearningratherthandoing,beginstoreculturethe classroomenvironmentandprofilesthestudentsasactivepartnersinthelearning:WhatdoI wantmystudentstolearn?Planningassessmentandinstructionwiththisquestioninmind naturallyleadstorelatedquestionslike:HowcanImakesuccessonthislearninggoaltransparent andvisibletomystudents?Willstudentsbeabletoexplicitlylinkwhattheyaredoingtowhatthey arelearning? Selectalessonyoumayhavetaughtbeforeoroneyouareveryfamiliarorcomfortablewith.Apply thethreequestionstoyourplanning: 1. WhatdoIwantmystudentstolearn? 2. HowcanImakesuccessonthislearninggoaltransparentandvisibletomystudents? 3. Willstudentsbeabletoexplicitlylinkwhattheyaredoingtowhattheyarelearning? Sharewithyourstudentswhatyouaredoingdifferentlyandpossiblyrecordthewayyouare changingyourapproachtothelearning.Discussthisdifferentapproachwithyourstudentsusinga PMI*strategy.
*PMI(DeBono,1987)isastrategythatencouragesstudentstothinkaboutanissuefromavarietyofperspectivesby havingthemidentifywhatmightbeaPlus(somethingpositive),aMinus(somethingnegative),orsomethingthey findInteresting.
Activity9Thereareanumberofdifferenttypesoflearninggoalsidentifiedintheassessment literature.ArterandChappuis(2006,p.14)identifyfourkindsoflearningtargets(goals)thatmight naturallyoccurindividuallyorcollectivelyinacycleoflearning: 1. Knowledgee.g.,individualfacts,abodyofknowledge 2. Reasoningproficienciese.g.,problemsolving,criticalthinking 3. Performanceskillse.g.,applyingtechnicalskills,workingcollaboratively 4. Productse.g.,researchpapers,maps,artwork
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. Whatimplicationsdothedifferenttypesofgoalshavefordevelopingshortandlongterm goals? 3. Whataretheimplicationsforscaffoldingthelearning,anddevelopingincrementallearning goals,inrelationtolongtermlearninggoals? 4. Howdowealignthelearninggoals,thesuccesscriteria,andtheassessmenttaskstoensure reliableandvalidevidenceisgathered(i.e.,doesthetypeoflearninggoalaffectthenature ofthesuccesscriteriaandhowwegatherevidenceoflearning)?
Segment4DevelopingSuccessCriteria
Criteriaarethecharacteristicsorattributesofastudentsproductorperformancethat demonstratethedegreetowhichthestudenthasachievedtheexpectations.Successcriteria describethosecharacteristicsorattributesinawaythatismeaningfultostudents.
Inassessingthequalityofa studentsworkor performance,theteacher mustpossessaconceptof qualityappropriatetothe task,andbeabletojudge thestudentsworkin relationtothatconcept. (Sadler,1989) WhatsinThisSegment? Whereaslearninggoalshelpstudentsidentifyandunderstandwhattheyareexpectedtolearn, successcriteriaprovidethetoolsforstudentstomonitortheirprogresstowardsachievingthe learninggoals.HattieandTimperley(2007)identifythreequestionstoguidestudentlearning: WhereamIgoing?,HowamIgoing?,andWheretonext?Whilelearninggoalshelpstudents answerthequestionWhereamIgoing?,successcriteriahelpstudentsanswerthequestion HowamIgoing?Bothteachersandstudentsbenefitfromaclearunderstandingofwhat constitutessuccess. A.WhatAreSuccessCriteria?(0:462:14) Studentsusesuccesscriteriatomakejudgementsaboutthequalityoftheirperformance.Criteria describewhatsuccesslookslike,andallowtheteacherandstudenttogatherinformationabout thequalityofstudentlearning. AfterViewing aguideto Activity1Studentsareasked,Whataresuccess Theyhelpusto yourlearning criteria?Howaresuccesscriteriahelpfulindoing realizewhatwe goal needtodosowe thetask?Considerthestudentsresponses knowwhatwere reflecton(anddiscussifviewingwithothers)the doingwell. following: guidelines 1. Whatdothestudentsresponsestellus Whatare tohelpyou aboutthecultureoflearningthathas success dothe beenestablishedinthisclassroom? criteria? assignment 2. Whatvalueisthereinstudentsknowing, inadvance,whattheyareexpectedto learnandwhatitwilllooklikewhentheyhavesuccessfullylearnedit?
KeyQuestions Whataresuccesscriteria,andhowaretheyusedbyteachersor studentsinassessmentforlearning,assessmentaslearning,and assessmentoflearning? Whyisitsoimportantthatstudentsbeengagedinthe developmentofsuccesscriteria? Howaresuccesscriterialinkedtolearninggoals,descriptive feedback,rubrics,andselfassessment?
Howdowe usesuccess criteriato figureout nextsteps?

Ifwedidntdo somethingonthe successcriteria thenthatwould beournextstep.
3. Howdoesexplicitlyteachingstudentstobe assessmentliterateleadtoindependent learning? 4. Whatsignificancedolearninggoalsandsuccess criteriahaveinyourclassroomassessmentand instruction?
B.TeachersDevelopingSuccessCriteria(2:473:54) Beforestudentscanhaveadeepunderstandingofcriteria,teachersneedtobeclearonwhat successlookslike.Workingwithcolleaguestodevelopsuccesscriteriaforsignificantperformance tasksisonewayteacherscandevelopandagreeonthesuccesscriteria. i.Usingtheachievementcharttodevelopsuccesscriteria(2:473:23) Theachievementchartineachofthecurriculumdocumentsoutlinesperformancestandardsand broadcriteriathatteacherscanuseasastartingpointwhenidentifyingsuccesscriteria.Chapter3 inGrowingSuccess:Assessment,Evaluation,andReportinginOntarioSchoolssuggeststhe followingexamplesofmorespecificdescriptorsofeffectiveperformancethatcanbeusedtoguide thedevelopmentofcriteria: Appropriateness Significance Clarity Fluency (Thisinformationisalsofoundinthefrontmatterof Accuracy Flexibility allcurriculumdocuments,inthesectionentitled Precision Depth Logic Breadth AssessmentandEvaluationofStudentAchievement.) Relevance AfterViewing Activity2Examineanassessmenttaskthatyourstudentsrecentlycompleted.Reflecton(and discussiflearningwithothers)thefollowingquestions: 1. Whatweresomeofthecriteriaonwhichthestudentsperformancewasassessedor evaluated? 2. Howwerethecriteriaconnectedtotheachievementchart?(Considerthecategoriesand thebroadcriteriaintheachievementchart.) 3. Towhichoftheabovespecificdescriptorsofeffectivenessdidthecriteriarelate? 4. Werethecriteriaspecificenoughthatstudentscouldusethemtoselfassessand determinenextsteps? 5. Werethecriteriaexpressedinlanguagemeaningfultostudents? Activity3Rubricsarefrequentlyusedforthepurposeofidentifyingandsharingsuccesscriteria. However,thecriteriausedinrubricsmaysometimesbetoobroad,generic,orvaguetobe meaningfultostudents,ormaybeexpressedinlanguagetheydontunderstand.Asaresult,the criteriaintherubricmaynothelpstudentstogivespecificdescriptivefeedback,identifyconcrete nextsteps,andsetindividualgoals. Examinearubricthatyouhaveusedtoassessandevaluateatask.
1. Arethecriteriaclearlyconnectedtothetaskandtothelearninggoals? 2. Dotheyidentifylookforsthatarespecificenoughtobeappliedbystudentstotheir learning? 3. Dotheydescribe,inlanguagethatstudentsunderstand,whatsuccessfulperformancelooks like? Activity4Examinethebroaddescriptorslistedbelow.Trytolistmorespecificcriteriathatpainta richerpictureforstudentsofwhatsuccesslookslike.Asampleresponseisprovided: GenericCriteria SuccessCriteriaforStudents Makesrevisionswithconsiderableeffectiveness Highlightedmainideasandcheckedforlogical ordering(e.g.,mostimportanttoleast important) Checkedthateachmainideaispresentedina separateparagraph Lookedfortransitionwordstoconnectthe ideasfromoneparagraphtothenext Checkedifwritingcontainedtoomuch explaining,andremovedextrawords Checkedifwritingwasunclearorvague,and addeddetailstoprovidemoreinformation Usedrevisingstrategiestodelete,reposition, andaddtext(e.g.,crossouts,arrows, underlining,cuttingandpasting) Usesappropriateproblemsolvingstrategies Demonstrateslogicalthinking Makesrelevantconnections
ii.Usingstudentsamplestodevelopsuccesscriteria(3:243:55) Collaborativelyexaminingstudentworkisapowerfulway forteacherstobegintodevelopalistofsuccesscriteria foratask.Teachershaveimplicitknowledgeofthesuccess Settingcleartargetsfor criteriaforachievinglearninggoals.Articulatingthese studentlearninginvolves criteriainawaythatismeaningfultostudentscan, morethanpostingan however,bechallenging.Byexaminingsamplesofstudent instructionalgoalfor work,teacherscan: studentstosee.Italso identifythesignificanttraitsofsuccessful requireselaborationofthe performance; criteriabywhichstudent agreeonthefocusofthecriteria; workwillbejudged. expressinconsistent,clearlanguagewhattheyare lookingforinaperformanceorproduct. (Shepardetal,2005) 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 AssessmentofStudentWork(2007),availableat: 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,whattheyareexpectedtolearnandwhat itwilllooklikewhentheyhavesuccessfullylearnedit? Howdoesexplicitlyteachingstudentstobeassessmentliterateleadtoindependent learning? Whatsignificancedosuccesscriteriahaveinyourclassroomassessmentandinstruction?
Segment5HelpingStudentsUnderstandCriteria
Onceteachershaveidentifiedthesuccesscriteriarelatingtoataskanditslearninggoals,these criterianeedtobesharedwithstudents.Whyisitcrucialthatstudentsunderstandthelearning goalsandthesuccesscriteriarelatingtoagiventask?First,as ButlerandCartier(2004,p.1735)explain,students whenstudentstakepart interpretationoftasksdrivestheirplanning(e.g.,objectivesthey indevelopingcriteria,they set),thestrategiestheyselectandimplement,andthecriteria aremuchmorelikelyto againstwhichtheyjudgetheirperformanceduringmonitoring understandwhatisexpected andselfevaluation. ofthem,buyin,andthen accomplishthetask Secondly,forstudentstobeabletousecriteriatoselfassessand successfully. improvetheirlearning,theyneedtohaveaclearunderstanding ofthecriteria.Infact,themoretheyshareacommon (Gregory,Cameron,& understandingofthecriteriawiththeteacher,thegreatertheir Davies,1997) abilitytomonitoranddirecttheirlearningwillbe. 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)anddifficulttoarticulate.Theysuggestthatstudentsneedtointeractwiththecriteriaina varietyofways.Infact,themorestudentsinteractwiththecriteria,themoretheyareableto internalizethelookforsandapplythemwhenassessingthequalityoftheirworkorperformance.
AfterViewing Activity2Anythingyoudointheclassroomtohelpstudentsengageindiscussionsaboutquality workandwhatitlookslikeassistsstudentsinunderstandingwhatitistheyaresupposedtobe learning.AnsweringthequestionWhatdoesqualityworklooklike?iscentraltounderstanding

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.StrategiestoHelpStudentsUnderstandtheSuccessCriteria(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 Arethecriteriafullyand studentswithasampleofstudentwork.Identifyasingle carefullydefinedandopento successcriterionandaskstudents,workinginpairs,to alloraretheynebulousand assessthesampleonlyinrelationtotheidentifiedcriterion. guardedsothatstudents mustguesswhatisbeing Bringtheclasstogethertodebriefthediscussions.When taught? debriefingwithstudents: 1. askthemtoexplaintheirthinking; (Arter&Spandel,1992) 2. elicitquestionstheymayhave;
3. ifstudentsvaryintheirassessments,askthemtodiscuss,inpairs,howtheyappliedthe criterion,andtheirjustificationfortheirassessment. Keepinmindthatthefocusofthedebriefisnotwhetheranassessmentisrightorwrong,but ratherthelearningthatensuesasaresultofapplyingthecriterion,andexploringdifferent judgements.Whiledebriefing,thestudentsorteachermayidentifyadditionalcriteriathatclarify theoriginalcriterion.Recordtheseideasfordisplaywiththesuccesscriteriaforthistask. Activity5Onewaythatstudentscometoanunderstandingofthesuccesscriteriaforataskisby doingthetaskandnotingwhattheydidtobesuccessful.(Teacherscanalsousethisstrategyto identifythecriteria.) 1. Selectataskthatinvolvesaskilloraprocessthatstudentsdevelopovertime(e.g.,solvinga mathproblem;revisingapieceofwriting;conductinganinvestigation). 2. Havestudentsworkonataskrelatedtotheidentifiedskillorprocess. 3. Whentheyhavefinished,askstudentstothinkaboutwhattheydidtobesuccessful. Recordtheirideasanddisplayforfuturereference. 4. Overaperiodoftime,askstudentstopractisetheskillorprocess,andasaresult,toaddto orrevisethelistofsuccesscriteria. ExtendingtheLearning Activity6Incertainlearningcontexts,itmaybecounterproductivetosharethesuccesscriteria withstudentsattheoutsetofthelearning.Forexample,whenstudentsareinvolvedin collaborativeinquiry,orinvestigation,teachersmaychoosetosharethesuccesscriteriaforthe inquiryprocessatthebeginningofthetask,andtosharethesuccesscriteriarelatingtothe knowledgeandskillsstudentsaretolearnasaresultoftheinquiryafterstudentshavefinished conductingtheirinvestigations.Whilestudentsareconductingtheinvestigation,teacherscan promptstudentsto: usetheprocesscriteriatoselfassesstheiruseoftheinquiryprocess; thinkabout,identify,and/orrecordanysuccesscriteriarelatingtotheresultsoftheinquiry. Chappuis(2009,p.41)suggests:Makesurethey[students]candescribetheintendedlearning beforeyouaskthemtoengageinsustainedindependentpracticeandbeforethesummative assessment. 1. Thinkaboutalearningcontextwherestudentsareconductinganinquiry(e.g.,discovering relationshipsinmathematics;investigatingthegrowthofplants;conductingresearchin Canadianhistory). 2. Identifythelearninggoals.Whatarestudentsexpectedtolearn? 3. Identifycriteriarelatingtothesuccessfulcompletionoftheinquiry: Whatmightbecriteriarelatingtotheinquiryprocess? Whatmightbecriteriarelatingtothelearningthatresultsfromtheinquiry? Thechartbelowprovidesanexampleofaninquiryquestion,thelearninggoals,andsomepossible criteria:
Inquiryquestion:Howdodifferentmaterialsconductelectricity? Learninggoals: Wearelearningtoplanandcarryoutaninquiry. Wearelearningtoexplainhowdifferentmaterialsconductelectricity. Criteriaforinvestigation Criteriarelatingtothelearningthatresultsfrom (Wearelearningtoplanandcarryoutan theinquiry inquiry.) (Wearelearningtoexplainhowdifferent materialsconductelectricity.) Makepredictions Defineconductorsandinsulators Selectappropriateequipment Identifythecharacteristicsofmaterialsthat Useequipmentandmaterialssafely areconductorsorinsulators Identifyandcontrolvariables Explainhowmaterialsallowstaticchargeto Gatherdataaccurately builduporbedischarged Recorddatainanorganizedway Interpretdata(explainthemeaning) Howwillyoushareandclarifythecriteriawithstudents?
Segment6CoconstructingSuccessCriteria
Collaboratingtodevelopcriteria,sometimesreferredtoascoconstructingcriteria(Gregoryetal, 1997),helpsstudentsandteacherstoreachacommonunderstandingofthecriteriabywhich performancewillbejudged.Bydirectlyinvolvingstudentsinthedevelopmentofcriteria,teachers helpstudentstodeepentheirunderstandingofwhatsuccesslookslike.Theprocessinvites studentstosharetheirinitialideasandunderstandingsaboutthe totheextentthatcriteria characteristicsofsuccessfulperformance.Aslearningprogresses, areshared,students[receive teachersguidestudentsinexploringandrefiningtheir the]powertorecognize understandingofthecriteriabyhavingthemcontinuouslyreflect strongperformance,power onandapplythecriteriaaspartoftheirlearningactivities. toidentifyproblemsinweak performance,andpowerto KeyQuestions usecriteriatochangeand Whyisstudentengagementindefiningsuccesscriteriacrucialto improveperformance. learning? Howaresuccesscriterialinkedtolearninggoalsandself (Arter&Spandel,1992) assessment? WhatsinThisSegment? TheteachersandstudentsinthisvideousethefollowingprocessoutlinedbyGregory,Cameron, andDavies(1997)toidentifyandunderstandsuccesscriteria: Step1:Brainstorm. Step2:Sortandcategorize. Step3:MakeandpostaTchart. Step4:Add,revise,refine. AdditionalinformationandactivitiesrelatingtococonstructingcriteriaarepresentedintheSelf Assessmentvideointhisseries(seeSegment2). A.BenefitsofInvolvingStudentsinDefiningSuccessCriteria(0:471:07) Researchconfirmsthebenefitsofinvolvingstudentsindefiningthesuccesscriteriaforagoalor task.Bycollaboratingwiththeteachertodefinethecriteria,studentsbegintodevelopan understandingofwhatqualitymeansinthecontextoftheirownwork.Wiliam(2007)emphasizes thatsimplysharingcriteriawithstudentsisnotenoughbecausethewordsdonothavethe meaningforthestudentthattheyhavefortheteacher.
B.CoconstructingCriteria i.Generatingcriteria(1:085:21) Theprocessofcoconstructingcriteriabeginswithhavingstudentsbrainstormalistofpossible lookforsforalearningtaskorgoal.Inthisclip,teachershavesharedthelearninggoalwith students,andhavepresentedthemwithatask(i.e.,writinganopinionpiece;conductinga scientificinquiryrelatingtomolarmass).Theybeginthebrainstormingprocessbyaskingstudents tothinkaboutwhatsuccesslookslike(e.g.,Whatdoesitlooklikewhenwedothiswell?orHow doweknowwehavelearnedto____________?).

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.Byexaminingstrongerandweakersamples,studentsareabletoidentifythe characteristicsortraitsthatembodysuccessfulperformance. Anotherwaytodevelopcriteriawithstudentsistoaskthemtothinkaboutandmakejotnotes aboutthecriteriaastheyareworkingthroughataskorassignment.Thisisaparticularlyeffective wayofgeneratingcriteriawhen: studentshavelimitedpriorknowledgeorexperiencewiththelearning studentsareidentifyingcriteriaforaskillthattheyaredevelopingoveranextendedperiod oftimeandwillbeusingrepeatedly(e.g.,aproblemsolvingskill,aninquiryskill). Attheendofthetask,askstudentstosharetheirnotesonwhatthecriteriamightbe.Postthese criteriaforongoingreference,review,andrevision. Anotherapproachteacherscantakeistoprovidethecategoriesandaskstudentstobrainstorm relatedcriteria.Anexampleisprovidedbelow: Category Possiblecriteriastudentsmaygenerate Expressesmathematical Usedifferentwaystoexplainideas(e.g.,pictures,numbers,words, ideasinanorganizedway graphs,diagrams) Showallsteps Usemathematicalsymbolscorrectly Usemathematicalwordsfromthewordwallwhenexplaining Showthestepsyoudidoryourthinkinginorderfromfirsttolast Usedifferentcolourstoshowdifferentideas Trythefirststepofthecoconstructionprocess,brainstormingcriteria,withyourstudents.Selecta taskoractivitythatisfamiliartostudents(e.g.,settingclassrules,conductingascience
investigation,descriptivewriting,takingnotes).Havestudentsbrainstormcriteria(lookfors)for qualityperformance. 1. BeginwithaThinkPairShareSquare*strategy.Ask,Whatwoulditlookliketodothis well? 2. Aftertheyhavehadsometimetothinkanddiscussintheirquartets,recordallresponses fromthestudentsduringthebrainstorming. 3. Encouragediscussiontoelicitstudentsunderstanding,toclarifymeaning,andtobuild consensusonthecriteria. 4. Guidetheconversationand,ifnecessary,addyourowncriteriatoensurethatthelist reflectswhatissignificantforasuccessfulperformance.
*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestion andprocesstheirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstep byhavingpairssharewitheachother.
ii.Sortingandcategorizing(5:216:48) Oncestudentshavegeneratedideasforcriteria,thelistneedstobeorganizedsothatitis manageableforuseinprovidingfeedback,selfandpeerassessing,andgoalsetting.Bygrouping likeorrelatedcriteriaintocategories,studentsarebetterabletointernalizethecharacteristicsof successfulperformanceonthetaskand/orlearninggoals.Clusteringlikecriteriaunderasingle headingcanhelpstudentstoidentifyaspectsoftheirworkthatneedimprovement,whileatthe sametimeprioritizingandlimitingthenumberofcriteriatheyneedtoattendto.Organizingthelist helpsstudentstoremember,prioritize,andinternalizethecriteria.Itcanalsoincreasestudents commitmenttotheinstructionalgoals(Rolheiser&Ross,2001). AfterViewing Activity3Reflecton(anddiscussifviewingwithothers)thefollowing: 1. Howdoessortingandcategorizingexemplifytheseamlessintegrationofassessmentand instruction? 2. Whatbenefitsmightcomefromengagingstudentsinthisexercise? Possiblebenefitscouldbe: ahigherdegreeofstudentsownershipofandresponsibilityfortheirlearning; developmentofacommonandmeaningfulsetofstandards; deeperunderstandingofcriteriaandqualitywork; aredefinedstudentteacherpartnership. Activity4RevisitthebrainstormedlistofcriteriaresultingfromActivity2inthissegment.Have studentsgroupcriteriathataresimilar.Askthemtosuggestanameforeachgroupandbe preparedtoexplaintheirchoiceduringclassdiscussion. Alternatively,providestudentswithalistofbrainstormedcriteriarelatingtoacurrentlearning goalortask,andaskstudentstoworkinpairstosortandcategorizethelist.Encouragethemto justifytheirchoicestotheirpartner,andtosharetheirthinkingduringclassdiscussion.
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 languageofthecriteria.Somestudentsmaybenefitfromlimitingthenumberofcriteriaor prioritizingspecificsuccesscriteriaatappropriatetimesdependingonhowtheyareprogressingin theirlearning. Reviewingthecriteriaasstudentsarelearningprovides opportunitiesfortheteacherandstudentsto: furtherclarifythelookfors; prioritizethosecriteriawithgreatestimpacton thelearning; addadditionalcriteriabasedonnewlearning; ensurethatcriteriadetailsfacilitatemeaningful feedback; readilyhighlightnextsteps. Acriterionisaddedtothelist AfterViewing Activity6Considerthesuccesscriteriachart(template,checklist,etc.)developedasaresultof Activity5inthissegment.Usethecriteriatoprovidefeedbacktostudentsaboutataskor performance.Alternatively,havestudentsusethecriteriatoselforpeerassesstheirlearning. Afterwards,decidewhetherthecriterianeedrevision. 1. Isthelistcomplete? 2. Didsomethingoccurtoyouortothestudentsthatmightbemissing? 3. Doanyofthecriteriaonthelistneedfurtherclarification? Makethenecessaryrevisionstogetherwiththestudents. Activity7Onceyouhavecocreatedcriteriawithstudents,reflectontheexperiencetoidentify whatwentwellandwhatwaschallenging.Consider(anddiscussiflearningwithothers)howyou mightrespondtothechallenges.Somesamplechallengesandresponsesarelistedbelow.
PossibleChallenges RespondingtotheChallenges Studentsmaynotknowenough Activatepriorknowledgebyengagingstudentsina abouttheknowledgeandskillsthey ThinkPairShareactivitytodiscussthegoalsand/ortask aretodemonstrateinorderto withapartner. identifythesuccesscriteria. Provideanonymoussamplesofthetaskorperformance forstudentstoanalyse. Askstudentstoidentifysuccesscriteriawhiletheyare workingonataskorpractisingaskill. Studentsmayidentifycriteriathat Keepinmindthatthisisthefirststepintheprocessof arenotrelevanttothegoalsortask, developingandrefiningthesuccesscriteriaaslearning ormayleaveoutcriteriathatare progresses,teachersidentifyopportunitiestorefine significantforsuccessful studentsthinkingaboutthecriteriasothatstudentscan demonstrationofthelearning. focusonmoresignificantaspectsofthecriteria. Whencoconstructingcriteria,teachersarenot relinquishingtheirroleasleadlearnerifsignificant criteriaarenotgenerated,teachersshouldcontribute themtothelist. Studentsmaynotengageinthe processbecausetheyseethetaskof developingthesuccesscriteriaas theteachersresponsibility. Coconstructingcriteriawith studentscanbetimeconsuming. Someteachersmightfinditdifficult tojustifythetimeittakestoco constructthecriteria. Priortococonstructing,discusswithstudentsthe benefitsofknowingthesuccesscriteria.
Blacketal(2003)notethatwhileanynontrivialchangein classroomteachinginvolvestheteacherbothintakingrisks and,atleastduringtheprocessofchange,inextrawork, improvingassessmentpracticesresultsinimprovedstudent achievementandengagement.Workingwithteachers implementingassessmentforlearningintheirclassrooms, theyfoundthattheworkinvolvedturnsouttobea redistributionofeffort.Considermakingchangesstepby step,startingsmall,andthenaddingfurtherrefinementsto practice. Havestudentsdiscusswhattheylearnedorwhatdoing thelearningactivitieslookslike. Discusswithcolleaguesotherapproachestoco constructionthatpreservethestudentsactiveroleand balancethetimecommitment. Highlightandintegrateassessmentlanguageandskills intoalllearningexperiences. Sharewithstudentsupfrontwhatyouaredoingwith criteria,andwhy. Beginsmallandbuildonsuccessandengagement.
Showingstudentssamplesofwork maylimitcreativityorencourage imitation.
Sharinglearninggoalsandsuccess criteriaattheoutsetoflearning maynotbepossibleforinquiryand problemsolvingactivities.
Beginslowandletthemomentumdrivethelearning. Providefrequent,focusedopportunitiestopractise generatingandapplyingcriteria. Alignthetaskswiththesuccesscriteriaandthelearning goal(s). Ensureassessmenttasksprovidetheevidenceyou require. Openupthepossibilitiesanduseadiversityofsamples. Incorporateoriginalityandcreativityasasuccess category,ifapplicable. Provideopenendedtasksandchoiceinhowstudents demonstratetheirlearning. Studentsmayrecordsuccesscriteriaenrouteasthey progressthroughtheirinquiry/investigation. Posterpaperorstickynotescanbeusedtorecord potentialsuccesscriteriaastheyareidentifiedduringthe inquiry.Consensuscanbereachedfollowingthe investigation. Anexitcardrequiringeachstudenttowritealearning goalfortheinquiryandanumberofsuccesscriteriawill helptheteacherassesswhohaslearnedwhat. Alternatively,ingroupsoffour,useamixandmatch: Eachstudentrecordsonedistinctcriteriononapieceof paper.Pairsofstudentsfromeachgrouprotate,visiting everyothergroup,andgathersimilarsuccesscriteriato theirownthatmightbelongtothesamecategory. Followingthemixandmatch,allreturntotheirhomegroup, namethecategory,listthecriteriaonposterpaper,and postthemforalltosee.Studentsandteachersharetheir observations,comments,recommendations,andquestions priortocomingtoconsensus.
ExtendingtheLearning A.UsingRubricsasAssessmentTools Rubricsarefrequentlyusedforthepurposeofevaluationtojudgethequalityofstudentswork. Thecriteriausedinrubricsmaysometimesbetoobroad,generic,orvaguetobeusefultostudents intheirlearning,ormaybeexpressedinlanguagetheydontunderstand.However,rubricscan alsobeusedinastudentcentredenvironmentasanassessmenttooltodeepenunderstanding andimprovetheirlearning.Oncestudentshavegeneratedsuccesscriteria,itisanaturalnextstep toengagethemincodevelopingtherubric.Asaresult,thelanguageusedinthedescriptorsand qualifierswillbestudentfriendlyandwillmakeiteasierforstudentstogivespecificdescriptive feedback,identifyconcretenextsteps,andsetindividualgoals.
Activity8Examinearubricyouhavebeenusingwithyourstudentsforsometime.Istherea criterionthatmaybetoobroadorexpressedinlanguagechallengingtoyourstudents? Askstudentstoexaminetherubric,andhavethemidentifyonecriteriontheyunderstandandone criterionthattheydonotunderstand.Havethemtrytorewritebothcriteriainstudentfriendly language.Engageyourstudentsinaclassdiscussionandhavethemsharetheirobservationsafter thediscussion.Nexthavethemapplytherevisedcriteriatoananonymoussample,givingspecific feedbackonwhatwasdonewellandwhatneedstoimprove. Inthefollowingexample,Grade6studentsarelearningtowriteapersuasivetext.Theyhave completedtheirfirstdraftandareintherevisionstageofthewritingprocess.Theexamplebelow showsacriterionfromtheoriginalrubricforthistask,withdescriptorsateachlevel: RubricCriterion
Reviseswritingto improve organizationand clarity Level1 Level2 Level3 Makesrevisionswith Makesrevisionswith Makesrevisionswith considerable limitedeffectiveness someeffectiveness effectiveness Level4 Makesrevisionswith ahighdegreeof effectiveness
Whenteacherandstudentsengagedinrewritingtheabovecriterioninstudentfriendlylanguage, theresultwasthefollowingchecklist: Checklist

Ontarget Gettingthere Workingonit PersuasiveWritingTask I
Highlightedmainideas Checkedforlogicalorderingofmainideas Checkedtoseethateachmainideaispresentedinaseparateparagraph Lookedfortransitionwordstoconnecttheideasfromoneparagraphtothenext paragraph(e.g.,also,finally,asaresult) Checkedifwritingcontainstoomuchexplainingandremovedextrawords Checkedifwritingwasunclearandaddeddetailstoprovidemoreinformation Usedrevisingstrategiestodeleteandaddtext(e.g.,crossouts,arrows, underlining,cuttingandpasting)
Wow!
B.UsingSamplestoGenerateCriteria Analysingsamplesofotherstudentsperformancesofataskisonewaytomakesuccesscriteria visible,bothtostudentsandtoteachers.Thissegmentshowsstudentsexaminingsamplesto identifysuccesscriteria.

Activity9Workwithcolleaguestoidentifysuccesscriteriaforthetaskthatthestudentsinthis videosegmentareassigned. 1. Review1:582:58ofthesegment,inwhichthe Sharingthedesignprocess, teachergivesstudentstheinstructionsforexamining weavingtheaccesstoand thesamples. useofqualitycriteria 2. ReadAppendixK:IdentifyingSuccessCriteriafora throughoutlearning,and Task,whichprovidesinformationaboutthetask,the keepingexpectationsand overallandspecificexpectations,andthelearning criteriapresentandpublic goaltobeaddressed,aswellastwosamplepieces. propeltheconceptof 3. Providecopiesofthetwosamplepieces. explicitcriteriaintothe 4. Inpairs,brainstormpossiblelookfors. practiceofpowerful 5. Next,sortandcategorizeyourlist. teachingandlearning. 6. Afterbrainstorming,sorting,andcategorizingyour (MartinKniep&Picone list,review3:155:22ofthesegment,inwhichthe Zochia,2009) studentssharetheirideasforcriteria.Whileviewing, considerthefollowing: Howdoestheteacherdrawoutstudentresponses? Iscocreationapartnershiporisitsimplystudentsdictatingthecriteria? Doesitappearthattheteacherhasidentifiedthecriteriapriortococonstructingwith students?Whatevidenceistherethattheteacherhasdonethisplanning? 7. Compareyourlistwiththelistgeneratedbythestudentsandtheteacher.Discussyour observationswiththegroup. Howareyourlistsdifferent?Whymightthisbe? Aretherecriteriathatyouthinkaremissingorthatshouldnotbeincluded?Whatare yourreasonsforaddingorexcludingthesecriteria? Listofcriteriacreatedbythestudentsandtheteacher Opinion Clear,strongpointofview Supportedwithexamplesandfactsfromresearch Usescomparisons Presentsavarietyoffactsandexamples Trueandbelievable Describesconsequences Includesacallforaction Usesadvancedvocabulary Descriptivewordsandphrases Correctspellingandgrammar Variedsentencelengthsandtypes
Language
Activity10Nowthatyouhavebecomefamiliarwiththepracticesofidentifying,sharing,and clarifyinglearninggoalsandsuccesscriteria,takesometimetoreflectonyourlearningandto determinenextsteps.

1. Whathavebeensomeofthekeylearningsforyou? 2. Whathasbeentheimpactonyourstudents? 3. Whataspectoflearninggoalsorsuccesscriteriawillbethefocusforfutureprofessional learning? 4. Whatdoyouneedinordertodothis?Wherecanyougetwhatyouneed?Whosehelpdo youneedtoengage? 5. Howwillyouknowthatyouhaveimproved?(i.e.,Whatwillyousee?) 6. Whataresomeofthenextstepsinordertofurtherdevelopthesepractices?Foryou?For yourstudents?
APPENDIXAWhereAmINow?(Segment1)
Considereachofthefollowingstatements,andindicateR(Rarely),S(Sometimes),orU(Usually).
A.Developing,Sharing,andClarifyingLearningGoals
S S
U U
I/Weensurethatstudentsknowwhattheyareexpectedtoknow,understand,anddo by:

Writingclearconciselearninggoalsinstudentfriendly/gradeappropriatelanguage Statinglearninggoalsfromthestudentsperspective(e.g.,Wearelearningto) Designingthelearninginincrementalstepstobuildstudentknowledgeandskills

Identifyinglearninggoalsbasedonoverallandspecificexpectations Developinglearninggoalsthatidentifyaprogressionofincremental,scaffolded knowledgeandskills
Sharingthelearninggoalsatappropriatetimesineachcycleoflearning,usuallyat thebeginning
Havingstudentsrecordthelearninggoalsintheirnotebooksorontheirtask Makingconnectionstothelearninggoalsduringinstructionandwhenstudentsare
Postingthelearninggoalsvisiblyintheclassroom engagedinlearningactivities Clarifyinglearninggoalswithstudentstoensurethatstudentsandteachershare thesameunderstandingofwhatistobelearned Providingstudentstimeandopportunitytoreflectonanddiscussthelearning goals Askingstudentstomonitortheirprogressinrelationtothelearninggoals
B.SuccessCriteria
I/Weensurethatstudentsunderstandwhatsuccessfullearninglookslikeby:

Identifyingthecriteriaforsuccessonthelearninggoalsandtheassessmenttasks whenplanningassessmentandinstruction
Coconstructingthesuccesscriteriawithstudentsforsignificanttasksandlearning
Sharingandclarifyingsuccesscriteriawithstudents goals Describingthesuccesscriteriainstudentfriendlylanguageandobservable behaviours Usingsamples,models,andexemplarstoidentifyandclarifysuccesscriteria Providingopportunitiesforstudentstodiscuss,review,revise,andcometo agreementonthesuccesscriteria Modellingapplyingcriteriatoconcretesamplesofstrongandweakwork Havingstudentspractiseapplyingcriteriatoanonymousworksamples Usingsuccesscriteriaasthebasisforteacherfeedbackandforselfandpeer assessment
APPENDIXBMyLearningPlan(Segment1)
AftercompletingAppendixA:WhereAmINow?,usethistemplatetodevelopalearningplan. Beginwithsmallstepsandbuildgraduallyandprogressivelyonyoursuccessesasyouandyour studentsbecomecomfortablewiththepractices.ContinuetouseAppendixA:WhereAmINow? toinformyourlearningplanasyourlearningprogresses. 1.Whatistheimmediatenextstepyou haveidentified?
2.Whatdoyouneedtoknowmore about?
3.Whatspecificactionswillyoutaketo getthere?
4.Whatspecificsupportwillyouneed?
5.Whatevidencewillyoulookforto demonstrategrowthandprogressin yourlearning?
6.Howdoesyourplaninvolveshifting responsibilityforlearningfromyouto yourstudents? 7.Howwillyoumodeltheknowledge andskillsinvolvedinselfandpeer assessinginyourlearningand practice?
APPENDIXCLearningGoals&SuccessCriteriaQuotations
(Segment1) Learningiseasierwhenlearnersunderstandwhatgoaltheyaretryingtoachieve,thepurposeof achievingthegoal,andthespecificattributesofsuccess. (Chappuis&Stiggins,2002) Assessmentforlearningisaboutfarmorethantestingmorefrequentlyorprovidingteacherswith evidencesothattheycanreviseinstruction,althoughthesestepsarepartofit.Inaddition,wenow understandthatassessmentforlearningmustinvolvestudentsintheprocess. (Stiggins,2002) Studentscanhitanytargettheycanseethatholdsstillforthem. (Stigginsetal,2006) Whenweinvesttimeupfronttobuildthevision[ofwhatstudentsaretobelearning],wegainit backlaterinincreasedstudentmotivationandtheresultinghigherqualitywork. (Chappuis,2009) Teachersshouldcontinuallyhelpstudentsclarifytheintendedlearningasthelessonsunfoldnot justatthebeginningofaunitofstudy. (Chappuis&Stiggins,2002) Manyteacherswhohavetriedtodeveloptheirstudentsselfassessmentskillshavefoundthatthe firstandmostdifficulttaskistogetstudentstothinkoftheirworkintermsofasetofgoals. (Blacketal,2004) Inassessingthequalityofastudentsworkorperformance,theteachermustpossessaconceptof qualityappropriatetothetask,andbeabletojudgethestudentsworkinrelationtothatconcept. (Sadler,1989) Settingcleartargetsforstudentlearninginvolvesmorethanpostinganinstructionalgoalfor studentstosee.Italsorequireselaborationofthecriteriabywhichstudentworkwillbejudged. (Shepardetal,2005) whenstudentstakepartindevelopingcriteria,theyaremuchmorelikelytounderstandwhatis expectedofthem,buyin,andthenaccomplishthetasksuccessfully. (Gregory,Cameron,&Davies,1997) Arethecriteriafullyandcarefullydefinedandopentoalloraretheynebulousandguardedsothat studentsmustguesswhatisbeingtaught? (Arter&Spandel,1992)
totheextentthatcriteriaareshared,students[receivethe]powertorecognizestrong performance,powertoidentifyproblemsinweakperformance,andpowertousecriteriatochange andimproveperformance. (Arter&Spandel,1992) Sharingthedesignprocess,weavingtheaccesstoanduseofqualitycriteriathroughoutlearning, andkeepingexpectationsandcriteriapresentandpublicpropeltheconceptofexplicitcriteria intothepracticeofpowerfulteachingandlearning. (MartinKniep&PiconeZochia,2009) Studentscanonlyachievelearninggoalsiftheyunderstandthosegoals,assumesomeownershipof them,andcanassessprogress. (Nicol&MacfarlaneDick,2006) Learningismorelikelytobefosteredwhenfeedbackfocusesonfeaturesofthetask(success criteria)andemphasizeslearninggoals. (Kluger&DeNisi,1996)
APPENDIXDLearningGoalsConceptAttainment(Segment2)
1.Examinethesamplelearninggoalsbelow.Identifythecommonattributesofthemoreeffective goals.Jotdownyourthoughtsonwhatmakesaneffectivelearninggoal.Asyouviewtherestof thissegment,referbacktoyourlistandaddorrevise. Lesseffective Moreeffective Whatmakesitmoreeffective? Wearelearningtousestated Wearelearningtouseclues
andimpliedinformationand ideasintextstomakesimple inferences.(Gr.2Language) inthetexttoknowwhatthe authorissayingwithout writingitinwords.
Icanidentifyandcompare differenttypesof quadrilateralsandsortand classifythembytheir geometricproperties.(Gr.4 Mathematics)
Wearelearningtoread labelsonfoods.(Gr.5Health andPhysicalEducation) Wearestudyingthecreative process.(Gr.8Arts) Studentswillknowhowto createandperformphrases thatexploretwoormore elementsofdance.(Gr.9 Dance) Iwillbeabletouse appropriatedescriptiveand evocativewords,phrases, andexpressionstomake writingclearandvividforthe intendedaudience.(Gr.10 English) Wewillunderstandtheuses ofbuttons,labels,andtext fields.(Gr.12Computer Studies)
Icanexplainwhata quadrilateralis. Icanidentifyseveral geometricpropertiesrelated toquadrilaterals. Icanusegeometricproperties todescribehowquadrilaterals arethesameanddifferent. Icansortandgroup quadrilateralsusingdifferent geometricproperties. Wearelearningtomake healthierpersonalfood choicesbyusinginformation onfoodlabels. Wearelearningtoreworka pieceusingfeedbackfromour teacherandclassmates. Wearelearningtocreateand performphrasesthatexplore twoormoreelementsof dance.
Iwillbeabletousedescriptive words,phrases,and expressionstoclearlydescribe asceneorsituation.
Icanidentifyanddescribe commoncontrolsusedin graphicaluserinterfaces. Icanusebuttons,labels,and textfieldswhendesigning graphicaluserinterfaces.
2.UsingyourobservationsfromtheWhatmakesitmoreeffective?column,brainstormalistof criteriaforeffectivelearninggoals.(Iflearningwithothers,dothisasagroup.) 3.Aretherecriteriathataresimilarorrelated?Categorizeandsortthelist.
APPENDIXELearningGoalsChecklist(Segment2)
Thefollowingchecklist,developedbyteachers,containscriteriaforwritingeffectivelearninggoals, andcanbeusedtoguidethedevelopmentoflearninggoals.Asyouapplythecriteriatothe developmentoflearninggoals,youmayaddtoorrevisethelist. Criteria

Content
3or X
SuggestionsforImprovement
identifieswhatistobelearned linkedtotheoverallandspecificexpectations
tobeaddressed
connectedtoabigidea identifiesincrementalstepstobuildstudent
knowledgeandskills Language
usesclear,conciselanguage useslanguagethatisstudentfriendlyand gradeappropriate usesverbsthatdescribespecificand

observableactions
statedfromastudentsperspective(e.g.,We
arelearningto)
APPENDIXFSharingandClarifyingLearningGoals(Segment3)
QuestionstoConsider Whatstrategiesdoteachers employtosharethelearning goalswiththeirstudents? (1:172:05) Observations
Whatstrategiesdothe teachersemploytohelp studentsclarifytheiroverall understandingofthelearning goals? (2:065:50)
APPENDIXGSharingandClarifyingLearningGoalsReflecting onMyPractice(Segment3)
UsethefollowingThinkPairShareSquare*activitytoreflectonyourcurrentpracticeandtoseta goalforimplementingnextsteps. 1. Reflectonyourcurrentpracticesusingthequestionsinthechartbelow.Recordyourthoughts inthespaceprovided.(Think) 2. Pairupwithanotherpersonandshareyourobservations.(Pair) 3. Asanextensionofyoursharing,findareaswhereyourthinkingsquareswithyourpartners thinkingi.e.,whereyourthinkingissimilarandreflectsacommonunderstanding.Also, exploreareaswhereyourthinkingdoesnotnecessarilyreflectacommonposition.Clarifyyour thinkingwithyourpartner,keepinginmindthatyoumightendinapositionwhereyoucan agreetodisagreeagreeably.(Share) 4. Squareupwithtwootherpeoplewhohavejustgonethroughasimilarprocess.Trytosquare yourthinkingwiththemusingthesameprocessasabove.(Square) Reflectonyourcurrentpractice: Inmypractice HowdoIhelpmystudentsclarifytheir understandingofthelearninggoalsestablished? Whatopportunitiesdomystudentshaveto reflectonthemeaningofthelearninggoals? Whatopportunitiesdomystudentshaveto connectthelearninggoalstothebigideasof thecourseorsubject? Whatopportunitiesarethereforstudentsto giveandreceivefeedback(peer,self,teacher) abouttheirlearninginrelationtothelearning goals?
*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestionandprocess theirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstepbyhavingpairsshare witheachother.
APPENDIXHTrackingProgress(Segment3)
Belowareexamplesofformatsdesignedbyteacherstohelpstudentstracktheirprogressin achievinglearninggoals.Bydatingtheirselfassessments,studentscankeeparecordoftheir progressovertime. Sample1 Learninggoals Justbeginning Makingprogress Gotit Wearelearningto: identifypolynomial expressions identifylikeandunlike terms groupliketerms simplifypolynomial expressionsbyaddition andsubtraction Sample2 Learninggoal(s) Iamlearningtosetindividuallearninggoalsandmonitormyprogress. Criteria Just Making Gotit QuestionsIhave/ starting progress Ineedtoknow: Isetgoalsthatare reasonable. Iidentifywhatsuccesslooks likeonagoal. IusethecriteriatoseehowI amdoing. Igetfeedbackfrommy teacherandpeertohelpme improve. Iactonthefeedbacktomake theimprovements. IthinkaboutwhereIneedto gonext.
Sample3(Usedbystudentsinthevideo) TrackingMyLearning Learninggoal:
We are learning to________________________________________________ ____________________________________________________________ ____________________________________________________________

Indicatewhereyouareintermsofthelearninggoal:
WOW AlmostWOW Onthewayto WOW Wheresthe WOW?
Giveanexample/proofthatshowshowyouhavemetthelearninggoal:
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
APPENDIXIHelpingStudentsUnderstandSuccessCriteria
(Segment5) Usethisorganizertorecordthestrategiesusedbyteachersinthevideotoshareandclarify successcriteria.Afterviewing,reflecton(anddiscussifviewingwithothers)howthestrategy affectsstudentsunderstandingofthecriteria. Whatstrategiesdoteachersemploytohelp studentsdeepentheirunderstandingofthe successcriteria? (1:105:53) 1. Howmightthisstrategyaffectstudents understanding?
2.
3.
4.
5.
6.
APPENDIXJSharingandClarifyingSuccessCriteriaReflecting onMyPractice(Segment5)
UsethefollowingThinkPairShareSquare*activitytoreflectonyourcurrentpracticeandtoseta goalforimplementingnextsteps. 1. Reflectonyourcurrentpracticesusingthequestionsinthechartbelow.Recordyourthoughts inthespaceprovided.(Think) 2. Pairupwithanotherpersonandshareyourobservations.(Pair) 3. Asanextensionofyoursharing,findareaswhereyourthinkingsquareswithyourpartners thinkingi.e.,whereyourthinkingissimilarandreflectsacommonunderstanding.Also, exploreareaswhereyourthinkingdoesnotnecessarilyreflectacommonposition.Clarifyyour thinkingwithyourpartner,keepinginmindthatyoumightendinapositionwhereyoucan agreetodisagree.(Share) 4. Squareupwithtwootherpeoplewhohavejustgonethroughasimilarprocess.Trytosquare yourthinkingwiththemusingthesameprocessasabove.(Square) Reflectonyourcurrentpractice: Inmypractice HowdoIhelpmystudentsclarifytheir understandingofthesuccesscriteria? Whatopportunitiesdomystudentshaveto practiseapplyingthesuccesscriteria? Whatopportunitiesarethereforstudentsto receivefeedbackfrommeinrelationtothe successcriteria? Whatopportunitiesarethereforstudentsto giveandreceivefeedbackabouttheirlearning inrelationtothesuccesscriteria?(peer,self, teacher)
*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestionandprocess theirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstepbyhavingpairsshare witheachother.

APPENDIXKIdentifyingSuccessCriteriaforaTask(Segment6)
TheTask* Studentswereaskedtowritealettertothe editorgivinganopinionaboutacurrentissue. Theywereremindedtosupporttheirpointsof viewwithrelevantfactsandtobeclearand persuasive. LearningGoal Wearelearningtoidentifyandexpressa pointofviewthatissupportedbyresearch.
ExpectationsfromtheOntarioCurriculum,Grade7Writing
1.generate,gather,andorganizeideasandinformationtowriteforanintendedpurposeand audience Research 1.3gatherinformationtosupportideasforwriting,usingavarietyofstrategiesandawide rangeofprintandelectronicresources(e.g.,useatimelinetoorganizeresearchtasks;interview peoplewithknowledgeofthetopic;identifyanduseappropriategraphicandmultimedia resources;recordsourcesusedandinformationgatheredinaformthatmakesiteasyto understandandretrieve) ClassifyingIdeas 1.4sortandclassifyideasandinformationfortheirwritinginavarietyofwaysthatallowthem tomanipulateinformationandseedifferentcombinationsandrelationshipsintheirdata(e.g., byunderliningorhighlightingkeywordsorphrases;byusingagraphicorganizersuchasa Plus/Minus/Interestingchart) OrganizingIdeas 1.5identifyandordermainideasandsupportingdetailsandgroupthemintounitsthatcouldbe usedtodevelopamultiparagraphpieceofwriting,usingavarietyofstrategies(e.g.,makingjot notes;groupingaccordingtokeywords;makingcharts;drawingwebs)andorganizational patterns(e.g.,combined/multipleorderssuchascomparisonandcauseandeffect) Review 1.6determinewhethertheideasandinformationtheyhavegatheredarerelevant,appropriate, andsufficientlyspecificforthepurpose,anddomoreresearchifnecessary(e.g.,checkforerrors oromissionsininformationusingaTchart) PointofView 2.5identifytheirpointofviewandotherpossiblepointsofview,evaluateotherpointsofview, andfindwaystoacknowledgeotherpointsofview,ifappropriate Teacherprompt:Howcouldyouletyouraudienceknowyouhavethoughtaboutotherpointsof view?
StudentSamples
haveachoicewhethertostopthekidorjustgive himafriendlywave.Ifthepersonisdrivingsafely DearEditor, dontstophim,butifheisdrivinglikeacrazywild Doyouunderstandwhywehavetowear child, Igivethemallrightstostopthemorgivehima thosepainintheneckbikehelmets?Meeither. warning. ImyselfdontwearabikehelmetandIdont Sureahelmetwillprotectyourhead,butif seewhyateenofanyageshouldhavetowearone youre drivingslowlyandsafelyIdontseewhywe either.Whenmostpeoplebecometeenagersthey havetowearthem.Oneconsequencethoughwould starttomatureandquitdrivingbikeslikeawild be, thattherearestillsomecrazydriversandwith child. one wrongturnofthewheel,wellyouneverknow. Inmyopinion,onlychildrenundertheageof Inconclusion,Iwouldliketosaythat,ifyou 12shouldhavetowearthem.Ifeelthiswaybecause feel that youcandriveabikewithouthavingtoobad mostkidsaroundthisagearestillalittlebitwacked of an accident, thatyoushouldhaveachoice anddoingcrazythings.Alsomostchildrenaround theageof6andunderareprobablystilllearningto whetherornottowearone. rideabike.Thelawpeopleshouldalsodosomething Sincerely, aboutthatfine,maybe,likeloweringit.Iftheydont changethelawsandtheykeeptheageat16,the policeshould
Sample1
equipment,andabout$160moretosignup.Onthe otherhand,inThunderBay,itcostsalmost$500just DearEditor, totryout!Whatisthis?Thepriceiswrong? Ibelievethatthepricesforrecreational Wehaveonesmallpoolhere,anditsnot activitiesareoutrageous!Peoplearesayingthat Canadaschildrenarebecomingcouchpotatokids, evenindoors.Sowhydowehavetopay$2.50per swim,whentwoyearsagoitwasabout$2.00?That butreallyallthatshappeningisthatthekids reallyaddsupoverthesummer. parentsaretakingonelookatthesportpricesand Attheclosestindoorpool,itcostsaround turningtheotherway! $5.00 for kids,and$7.00foradults.Howmany Inoursmalltown,pricesareskyhigh!For figureskatingyouhavetopayauserfee(fortheuse peoplelovetravelingsomuchthattheylldrivefor anhoureveryweekend(orless),tospendtwohours oftheice),grouplessonfees,and,ifyouareahigh in anindoorpool?Morethanyoudexpect,thatsfor levelskater,youneedapairof$500skates.Ifyou sure! reallywanttoimprove,youneedtopayagainfor Ifwedontdosomethingaboutthepricesof ClubIce,andprivatelessonsfor15minutes,it recreational sports,thechildrenofCanadawill costsabout$8.00,perlesson.Thentherearethose becomecouchpotatoes.Whatcanwedo?Wecan darnexpensivecompetitions! fund raise.Wecanhelpthechildrenwhoalreadydo Ivebeentoldthatwereluckytoliveina (not thatitsonlykids,itsadultsaswell).Ifyou smalltown,becauseincities,pricesareevenhigher! donthelp,well,thendontcomplainwhenyourkid Isay,thatifthepricesrisemuchmoretheyllbe isacouchpotato. standingonthemoon,wavingatus! Sincerely, Asforhockey,well,thehockeyplayerspay morefortheirequipmentthantherestaltogether. Inoursmalltowntheypayabout$600for(good)
Sample2
*ThetaskandthestudentsamplesaretakenfromTheOntarioCurriculumExemplars,Grades18:Writing, pp.141and146.
APPENDIXLSuggestedReading
Brookhart,S.M.(2008).Howtogiveeffectivefeedbacktoyourstudents.Alexandria,VA: AssociationforSupervisionandCurriculumDevelopment. Whilethisbookfocusesonfeedback,itemphasizestheimportanceoflearninggoalsand successcriteriainprovidingqualityfeedbackandsupportingstudentsindevelopingtheir selfandpeerassessmentskills(pp.7273). Clarke,S.(2008).Activelearningthroughformativeassessment.London:HodderEducation. Clarkefocusesonthecriticalimportanceofstudentsplayinganactiveroleinthelearning andassessmentprocesses.Specificexamplesofhowteachersinvolvestudentsofallagesin understandinglearninggoalsandsuccesscriteriaareprovided. Gregory,K.,Cameron,C.,&Davies,A.(1997).Knowingwhatcounts:Settingandusingcriteria. Courtenay,BC:BuildingConnectionsPublishing. Providesafourstepprocessforcoconstructingcriteriawithstudents,andexplainshowto usethecriteriawithstudentstoassesstheirlearning.Italsoincludesavarietyoftemplates fortoolsforteachersandstudentstousewhenassessing,providingfeedback,andplanning nextsteps. Moss,C.,&Brookhart,S.(2009).Advancingformativeassessmentineveryclassroom:Aguidefor instructionalleaders.Alexandria,VA:AssociationforSupervisionandCurriculum Development. Chapter2,LevelingthePlayingField:SharingLearningTargetsandCriteriaforSuccess, defineswhatismeantbysharingandclarifyinggoalsandcriteria;explainstheconnection betweenclear,sharedgoalsandcriteriaandmotivationtolearn;providesspecific strategiesforhelpingstudentsunderstandgoalsandcriteria;identifiesanddispelscommon misconceptions;andsetsoutaprocessformodellingtheuseofgoalsandcriteriain professionallearning. Stiggins,R.,Arter,J.,Chappuis,J.,&Chappuis,S.(2006).Classroomassessmentforstudentlearning Doingitright,usingitwell.Portland,OR:EducationalTestingService. Chapter3,AssessWhat?ClearTargets,describesthebenefitsofclearlyidentifying learninggoalsforteachers,students,andparents;suggestsaprocessforstatinggoalsin studentfriendlylanguage;describesdifferenttypesoflearninggoals;andmodelshowto deconstructacurriculumstandard.
References
Andrade,H.(2010).Studentsasthedefinitivesourceofformativeassessment:Academicself assessmentandtheselfregulationoflearning.InH.L.AndradeandG.J.Cizek(Eds.), Handbookofformativeassessment(pp.233250).NewYork:Routledge. Arter,J.,&Chappuis,J.(2006).Creatingandrecognizingqualityrubrics.Portland,OR:Educational TestingService. Arter,J.,&Spandel,V.(1992).Usingportfoliosofstudentworkininstructionandassessment. EducationalMeasurement:IssuesandPractices,NCMEInstructionalModule(Spring),201 209. Black,P.,Harrison,C.,Lee,C.,Marshall,B.,&Wiliam,D.(2004).Workinginsidetheblackbox: Assessmentforlearningintheclassroom.PhiDeltaKappan,86(1),921. Black,P.,Harrison,C.,Lee,C.,&Wiliam,D.(2003).Assessmentforlearning:Puttingitintopractice (pp.3242).NewYork:OpenUniversityPress. Black,P.,&Wiliam,D.(1998).Insidetheblackbox:Raisingstandardsthroughclassroom assessment.PhiDeltaKappan,80(2),139148. Black,P.,&Wiliam,D.(2008).Developingthetheoryofformativeassessment.Educational Assessment,EvaluationandAccountability,21(1),531. Brookhart,S.M.(2008).Howtogiveeffectivefeedbacktoyourstudents.Alexandria,VA: AssociationforSupervisionandCurriculumDevelopment. Butler,D.,&Cartier,S.(2004).Promotingeffectivetaskinterpretationasanimportantworkhabit: Akeytosuccessfulteachingandlearning.TeachersCollegeRecord,106(9),17291758. Chappuis,J.(2009).Sevenstrategiesofassessmentforlearning.Portland,OR:EducationalTesting Service. Chappuis,S.,&Stiggins,R.(2002).Classroomassessmentforlearning.EducationalLeadership, 60(1),4043. Clarke,S.(2008).Activelearningthroughformativeassessment.London:HodderEducation. Costa,A.,&Kallick,B.(1993).Throughthelensofacriticalfriend.EducationalLeadership,51(2), 49.
DeBono,K.G.(1987).Investigatingthesocialadjustiveandvalueexpressivefunctionsofattitudes: Implicationsforpersuasionprocesses.JournalofPersonalityandSocialPsychology,52, 279287. Gregory,K.,Cameron,C.,&Davies,A.(1997).Knowingwhatcounts:Settingandusingcriteria. Courtenay,BC:BuildingConnectionsPublishing. Hattie,&Timperley,(2007).ThePowerofFeedback.ReviewofEducationalResearch.77(1),81 112. Keeley,P.(2008).Scienceformativeassessment:75practicalstrategiesforlinkingassessment, instruction,andlearning.ThousandOaks,CA:CorwinPress/NSTAPress. LiteracyandNumeracySecretariat.(2007).Teachermoderation:Collaborativeassessmentof studentwork.CapacityBuildingSeries.Availableat http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.p df Lyman,F.(1981).Theresponsiveclassroomdiscussion:Theinclusionofallstudents.InA.Anderson (Ed.),Mainstreamingdigest(pp.109112).CollegePark,MD:UniversityofMarylandPress. MartinKniep,G.,&PiconeZocchia,J.(2009).Changingthewayyouteach:Improvingtheway studentslearn.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment. Moss,C.,&Brookhart,S.(2009).Advancingformativeassessmentineveryclassroom:Aguidefor instructionalleaders.Alexandria,VA:AssociationforSupervisionandCurriculum Development. Nicol,D.,&MacfarlaneDick,D.(2006).Formativeassessmentandselfregulatedlearning:Amodel andsevenprinciplesofgoodfeedbackpractice.StudiesinHigherEducation,31(2),199 218. Ontario.MinistryofEducation.(1999).TheOntariocurriculumExemplarsGrades1to8: Writing.Toronto:Author. Ontario.MinistryofEducation.(2010).Growingsuccess:Assessment,evaluation,andreportingin Ontarioschools.Firstedition,coveringGrades1to12.Toronto:Author. Popham,W.J.(2008).Transformativeassessment.Alexandria,VA:AssociationforSupervisionand CurriculumDevelopment. Rolheiser,C.,&Ross,J.A.(2001).Studentselfevaluation:Whatresearchsaysandwhatpractice shows.InR.D.SmallandA.Thomas(Eds.),Plaintalkaboutkids(pp.4357).Covington,LA: CentreforDevelopmentandLearning.
Sadler,D.(1989).Formativeassessmentandthedesignofinstructionalsystems.Instructional Science,18,119144. Shepard,L.,Hammerness,K.,DarlingHammond,L.,Rust,F.,BaratzSnowden,J.,Gordon,E., Gutierrez,C.,&Pacheco,A.(2005).Assessment.InL.DarlingHammondandJ.Bransford (Eds.),Preparingteachersforachangingworld:Whatteachersshouldlearnandbeableto do(pp.275326).SanFrancisco,CA:JosseyBass. Shepard,L.(2006).Classroomassessment.InR.L.Brennan(Ed.),Educationalmeasurement(4th ed.,pp.623646).Westport,CT:Praeger. Stiggins,R.(2002).Assessmentcrisis:TheabsenceofassessmentFORlearning.PhiDeltaKappan, 83(10),758765. Stiggins,R.(2010).Essentialformativeassessmentcompetenciesforteachersandschoolleaders. InH.L.AndradeandG.J.Cizek(Eds.),Handbookofformativeassessment(pp.233250). NewYork:Routledge. Stiggins,R.J.,Arter,J.A.,Chappuis,J.,&Chappuis,S.(2006).Classroomassessmentforstudent learning:Doingitrightusingitwell.Princeton,NJ:EducationalTestingService. Wiliam,Dylan.(2007).Keepinglearningontrack:Formativeassessmentandtheregulationof learning.MakingMathematicsVital:ProceedingsoftheTwentiethBiennialConferenceof theAustralianAssociationofMathematicsTeachers.RetrievedAugust17,2010from http://www.transitionmathproject.org/prodevelopment/09summerinstitute/doc/wiliam learningontrack.pdf

Success Criteria, Learning Intentions and Co-Construction

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Success Criteria, Learning Intentions and Co-Construction

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LearningGoals& SuccessCriteria

AresourcetosupporttheimplementationofGROWINGSUCCESS: Assessment,Evaluation,andReportinginOntarioSchools.FirstEdition, CoveringGrades112,2010

Whileviewingthevideo,considerusingoneofthefollowingorganizerstofocusyourviewing: ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide WhatIAlreadyKnow

ASSESSMENTFORLEARNINGVIDEOSERIESLearningGoalsandSuccessCriteriaViewingGuide Whatarethestudentsdoing? (Whatsdifferent?) Whatistheteacherdoing? (Whatsdifferent?) Whataretheylearning?

leadstoindividualgoalsetting; empowersstudentstotakeownershipoftheirlearning; challengesstudentstointernalizethecriteria; helpsdevelopindependentlearningskills.

Studentscanhitanytarget theycanseethatholdsstill forthem. (Stigginsetal,2006)

Learninggoal Scaffolding Learninggoal Learninggoal Learninggoal Currentknowledgeandskills

Teachersshouldcontinually helpstudentsclarifythe intendedlearningaslessons unfoldnotjustatthe beginningofaunitofstudy. (Chappuis&Stiggins,2002)

Howdowe usesuccess criteriato figureout nextsteps?

3. Howdoesexplicitlyteachingstudentstobe assessmentliterateleadtoindependent learning? 4. Whatsignificancedolearninggoalsandsuccess criteriahaveinyourclassroomassessmentand instruction?

AfterViewing Activity2Anythingyoudointheclassroomtohelpstudentsengageindiscussionsaboutquality workandwhatitlookslikeassistsstudentsinunderstandingwhatitistheyaresupposedtobe learning.AnsweringthequestionWhatdoesqualityworklooklike?iscentraltounderstanding

Showingstudentssamplesofwork maylimitcreativityorencourage imitation.

Sharinglearninggoalsandsuccess criteriaattheoutsetoflearning maynotbepossibleforinquiryand problemsolvingactivities.

Whenteacherandstudentsengagedinrewritingtheabovecriterioninstudentfriendlylanguage, theresultwasthefollowingchecklist: Checklist

B.UsingSamplestoGenerateCriteria Analysingsamplesofotherstudentsperformancesofataskisonewaytomakesuccesscriteria visible,bothtostudentsandtoteachers.Thissegmentshowsstudentsexaminingsamplesto identifysuccesscriteria.

Activity10Nowthatyouhavebecomefamiliarwiththepracticesofidentifying,sharing,and clarifyinglearninggoalsandsuccesscriteria,takesometimetoreflectonyourlearningandto determinenextsteps.

Writingclearconciselearninggoalsinstudentfriendly/gradeappropriatelanguage Statinglearninggoalsfromthestudentsperspective(e.g.,Wearelearningto) Designingthelearninginincrementalstepstobuildstudentknowledgeandskills

5.Whatevidencewillyoulookforto demonstrategrowthandprogressin yourlearning?

6.Howdoesyourplaninvolveshifting responsibilityforlearningfromyouto yourstudents? 7.Howwillyoumodeltheknowledge andskillsinvolvedinselfandpeer assessinginyourlearningand practice?

Icanidentifyandcompare differenttypesof quadrilateralsandsortand classifythembytheir geometricproperties.(Gr.4 Mathematics)

Iwillbeabletousedescriptive words,phrases,and expressionstoclearlydescribe asceneorsituation.

Icanidentifyanddescribe commoncontrolsusedin graphicaluserinterfaces. Icanusebuttons,labels,and textfieldswhendesigning graphicaluserinterfaces.

2.UsingyourobservationsfromtheWhatmakesitmoreeffective?column,brainstormalistof criteriaforeffectivelearninggoals.(Iflearningwithothers,dothisasagroup.) 3.Aretherecriteriathataresimilarorrelated?Categorizeandsortthelist.

Thefollowingchecklist,developedbyteachers,containscriteriaforwritingeffectivelearninggoals, andcanbeusedtoguidethedevelopmentoflearninggoals.Asyouapplythecriteriatothe developmentoflearninggoals,youmayaddtoorrevisethelist. Criteria

usesclear,conciselanguage useslanguagethatisstudentfriendlyand gradeappropriate usesverbsthatdescribespecificand

QuestionstoConsider Whatstrategiesdoteachers employtosharethelearning goalswiththeirstudents? (1:172:05) Observations

Whatstrategiesdothe teachersemploytohelp studentsclarifytheiroverall understandingofthelearning goals? (2:065:50)

*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestionandprocess theirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstepbyhavingpairsshare witheachother.

Sample3(Usedbystudentsinthevideo) TrackingMyLearning Learninggoal:

We are learning to________________________________________________ ____________________________________________________________ ____________________________________________________________

*ThinkPairShare(Lyman,1981)isastrategythatgivesstudentstheopportunitytoreflectonaquestionandprocess theirthinkingbysharingwithanotherstudent.ThinkPairShareSquareaddsanadditionalstepbyhavingpairsshare witheachother.

TheTask* Studentswereaskedtowritealettertothe editorgivinganopinionaboutacurrentissue. Theywereremindedtosupporttheirpointsof viewwithrelevantfactsandtobeclearand persuasive. LearningGoal Wearelearningtoidentifyandexpressa pointofviewthatissupportedbyresearch.

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We are learning to ____________