Learning Goals & Success Criteria: Viewing Guide

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

VIEWINGGUIDE
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
Howdoesidentifying,sharing,andclarifyinglearninggoalsand
successcriterialeadtoacommonunderstandingofwhatis
beinglearned?
Howarelearninggoalsandsuccesscriteriafoundationalto
improvedlearningforstudents?
(Chappuis&Stiggins,2002)
Learningiseasierwhen
learnersunderstandwhat
goaltheyaretryingto
achieve,thepurposeof
achievingthegoal,andthe
specificattributesofsuccess.
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
Continuum(2:045:52)
Thiscontinuumisrootedinthe
workofBlackandWiliam(1998;
2008),andhasevolvedfrom
teachersengagingtheirstudents
inclassroomassessment.Itisa
practicalframeworkthathelps
teacherstounderstandthe
interrelationshipofthe
assessmentpracticesthatsupport
studentsinbeingabletomonitor
anddirecttheirownlearning(e.g.,
throughselfassessmentandgoal
setting).Itisalsoaconvenientwayforstudentstolearnthelanguage,knowledge,andskills
associatedwithselfassessmentandindependentlearning.Eachstageinthecontinuum
increasinglyengageslearnersinmonitoringtheirlearningandsettinggoals,andprogressively
leadstoindependentlearning.Thecontinuumhighlightsthetransformationthatteachersand
studentsexperienceinhowtheyteachandlearnwhentheyembracethespiritofassessmentfor
learningandassessmentaslearning.
LearningGoals
SuccessCriteria
DescriptiveFeedback
SelfandPeerAssessment
IndividualGoalSetting

G
a
t
h
e
r
i
n
g
I
n
f
o
r
m
a
t
i
o
n
E
n
g
i
n
e
e
r
i
n
g
E
f
f
e
c
t
i
v
e
Q
u
e
s
t
i
o
n
s
,
C
o
n
v
e
r
s
a
t
i
o
n
s
,
a
n
d
L
e
a
r
n
i
n
g
T
a
s
k
s
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.
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
(Stiggins,2002)
Assessmentforlearningis
aboutfarmorethantesting
morefrequentlyorproviding
teacherswithevidenceso
thattheycanrevise
instruction,althoughthese
stepsarepartofit.In
addition,wenow
understandthatassessment
forlearningmustinvolve
studentsintheprocess.
Reflecton(anddiscussifviewingwithothers)the
implicationsforteachersandstudentsof:
identifying,sharing,andclarifyinglearninggoals;
coconstructingandusingsuccesscriteria.
ExtendingtheLearning
Activity8Reflecton(anddiscussifviewingwithothers)the
followingquestions:
Whatistherelationshipbetweenclearlearninggoals
andthespecificandoverallexpectationsoutlinedin
theOntariocurriculum?
Whyisitessentialthatstudentsandteacherscome
toacommonunderstandingofwhattheyare
expectedtolearn?
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
Researchemphasizestheimportanceofempoweringstudentsto
becomeselfmonitoringandselfdirectedlearners.Thefirststep
indevelopingindependentlearnersistoensurethatstudents
knowpreciselywhattheyaretolearn.Learninggoalsdescribethe
knowledgeandskillsintheOntariocurriculumthatstudentsare
requiredtolearn,inawaythatactivelyengagestheminthe
learningprocess.Whenteachersexpresscurriculumexpectations
aslearninggoalsinstudentfriendlylanguage,studentsknowwhattheyhavetolearn,connectthe
taskstheyaredoingwithwhattheyarelearning,andareabletomonitorhowtheyaredoingin
lightofthesegoals.
(Stigginsetal,2006)
Studentscanhitanytarget
theycanseethatholdsstill
forthem.
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
anonlinearpath.
Desiredknowledgeandskills
Currentknowledgeandskills
Learninggoal
Learninggoal
Learninggoal
Learninggoal
S
c
a
f
f
o
l
d
i
n
g
i.Identifiesknowledgeandskillsfromthe
curriculumexpectations(1:183:15)
Whenwritinglearninggoalsteachersusethe
curriculumexpectations,whichidentifythe
knowledgeandskillsstudentsareexpectedtolearn,
asastartingpoint.Learninggoalsdonotrewritethe
curriculum,butrathersharewithstudentswhere
wearegoinginawaythatstudentscanunderstand.
Byclusteringandscaffoldingoverallandspecific
expectations,teachersunpackthecurriculuminto
manageablechunkssothatstudentscansuccessfully
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.

Thelongtermgoalspictured(above)representlearning
thatistobeachievedbytheendofaunit.Withinthe
frameworkoftheselongtermgoals,teachersdevelop
incremental,scaffoldedgoalstofocusstudentslearningin
theshortterm.

Learninggoalscanrepresentknowledge
andskillstobedevelopedoverbothlong
termandshorttermperiods.Longterm
goalstypicallyrepresentasignificantskill
thekindoflearningoutcomerequiringa
numberoflessonsforstudentstoachieve
it(Popham,2008,p.24).Teachersuse
shorttermgoalstoidentifystepbystep
buildingblocksstudentsneedtoachieve
thelongtermgoal.Pophamreferstothese
clustersofshorttermgoalsaslearning
progressions,asequencedsetofsubskills
andbodiesofenablingknowledgethat
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?
ElementarySamples
1. Icantellaboutthepeopleandplacesin
mycommunity.(Gr.1SocialStudies)
2. WearestudyingLivingSkills.(Gr.2
HealthandPhysicalEducation)
3. Understandtheimportanceofproblem
solving.(Gr.3Mathematics)
4. Icannameanddescribedifferent
elementsusedtocreatemusic.(Gr.4
TheArts)
5. Wearelearningtoidentifythepointof
viewpresentedinatext.(Gr.5
Language)
6. Youwillapplyavarietyoftactical
solutionstoincreaseyourchancesof
successasyouparticipateinphysical
activities.(Gr.6HealthandPhysical
Education)
7. Bytheendofthelesson,studentswill
beabletodesignandsafelybuild
parallelcircuitsandseriescircuits.(Gr.6
ScienceandTechnology)
8. Iamlearningtoanalysetheissues
relatedtosubstanceuse.(Gr.7Health
andPhysicalEducation)
9. Youwilllearnabouttherelationshipof
theanglesinatriangle.(Gr.8
Mathematics)
10. Studentswilluseavarietyofmethodsto
constructbisectorsoflinesegmentsand
angles.(Gr.8Mathematics)
SecondarySamples
1. Wearestudyingthecreativeprocess.
(Gr.9TheArts)
2. Wearelearningtousecuestoinfer
themeaningofunfamiliarwords.(Gr.
9CoreFrench)
3. Icanmakeandexplaininferences
abouttexts.(Gr.9English)
4. Wearelearningtoexplainhowcolour
isproducedandusedusingthe
additiveandsubtractivetheoriesof
colourmixing.(Gr.10Science)
5. Useappropriateandinclusive
content,images,andlanguagein
communicationsmediaproductions.
(Gr.10TechnologicalEducation)
6. Icanuseavarietyoftechniquesto
conveyasenseofmovement.(Gr.11
TheArts)
7. Wearelearningtounderstand
recursivesequences.(Gr.11
Mathematics)
8. Icanexploreawiderangeof
increasinglycomplextraditionaland
emergingtechnologies,tools,and
techniques.(Gr.12ComputerStudies)
9. Iamlearningtounderstand
accountingprinciplesandpractices.
(Gr.12BusinessStudies)
Activity9Thinkaboutalessonthatyouareabouttoteach.
1. Consideroneortwooftheteaching/learningactivities
(thethingsyouaskstudentstododuringthelesson).
Whatknowledgeand/orskillsarestudentsexpectedto
learnasaresult?
2. Writeasentenceidentifyingtheexpectedlearning.
3. UsingthecriteriainAppendixE:LearningGoals
Checklist,selfassessyourlearninggoalstatements.(If
youarelearningwithcolleagues,youmaywishtopeer
assesseachotherslearninggoals.)
4. Usethefeedbackgeneratedbyassessingyourownora
colleagueslearninggoaltoidentifywhatwasdonewellandpossibleareasforimprovement.
Reflectonand/ordiscusshowyoumightrevisethelearninggoalsbasedonthefeedback.
Whenweinvesttimeup
fronttobuildthevision[of
whatstudentsaretobe
learning],wegainitback
laterinincreasedstudent
motivationandtheresulting
higherqualitywork.
(Chappuis,2009)
Activity10Examineaunitofstudythatyouteach.(Ifpossible,youllwanttodothisactivitywith
colleagues.)
1. Identifythelongtermlearninggoal(s)forthisunit.
2. Identifythelearninggoalsforeachofthelessons.
Activity11Readthescenariobelow;thenconsiderthequestions
thatfollow:
Teachersexaminedtheoverallexpectationsforacycleoflearning,
andthenidentifiedwearelearningtoproduceamusical
compositionastheirlongtermlearninggoal.Theydecidedthat
theproductionofamusicalcompositionwouldbethebestwayfor
studentstodemonstratetheirlearningontheoverallexpectations.
Theychosetoscaffoldthelearningusingthefollowingprogression
ofincrementallearninggoals,basedonaclusterofrelatedspecific
expectations(identifiedinbrackets).
Iamlearningto:
usethecreativeprocesswhencomposing;(A1.2)
applythestepsinthecreativeprocesstoproduceamusical
composition(A1.2);
usetheelementsofmusictoplanacomposition(A2.3);
useacompositionaltooltocreateacomposition(A3.3).
1. Examinethelongtermlearninggoalandapplythecriteria
foreffectivelearninggoals.Identifywhatthewritershave
donewellandapossibleareaforimprovement.
2. Whatobservationscanyoumakeaboutthefourincremental
goalsandhowtheyhavebeenscaffolded?
3. Selectoneoftheincrementalgoalsaboveandunpackitintotwoormoreincrementalgoals
thatmightsupportastudentneedingmoresupportforhisorherlearning.
OverallExpectations
A1.TheCreative
Process:applythe
stagesofthecreative
processwhen
performingnotated
and/orimprovised
musicandcomposing
and/orarrangingmusic;
A2.ElementsofMusic:
applyelementsofmusic
whenperforming
notatedandimprovised
musicandcomposing
and/orarrangingmusic;
A3.Techniquesand
Technologies:usea
varietyoftechniques
andtechnologicaltools
whenperformingmusic
andcomposingand/or
arrangingmusic;
Segment3SharingandClarifyingLearningGoals
Onceteachershaveidentifiedthelearninggoalsfromthecurriculumexpectations,itiscriticalthat
theselearninggoalsbesharedandclarifiedwiththestudentssothattheirunderstandingofthe
goalsdeepensastheyprogressthroughthelearningcycle.Studentsunderstandingofthelearning
goalsisaprerequisitetotheirabilitytomonitortheirlearningthroughselfassessment.When
teachersensurethatwhattheyareteachingcoincideswithwhattheirstudentsthinktheyare
learning,theendresultisimprovedlearningforall.
KeyQuestions
Howcanteachersensurethateachstudenthasanopportunityto
clarifyhisorherunderstandingofthelearninggoal(s)?
Howdoessharingandclarifyinglearninggoalsbuildacommon
understandingofthelearningandhelpstudentsinternalizethe
learning?
Whyisacommonunderstandingofthelearningessentialto
improvedlearning,studentownershipoflearning,and
independentlearning?

Teachersshouldcontinually
helpstudentsclarifythe
intendedlearningaslessons
unfoldnotjustatthe
beginningofaunitofstudy.
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
firsttimeyoutrythisactivity.)
2. Askstudentstocopythespecificexpectationintheir
notebookandcircleanywordsthatmaybeunclearor
confusingtothem.
3. Havestudentsworkinpairstodiscussthemeaningofany
circledwords.
4. Then,havestudents,workingingroupsoffour,substitutea
simplersynonymforanyofthecircledwords.
5. Onceeachgrouphasacompletedlearninggoalstatement,
displaythegroupsstatementsintheclassroom.
6. Asaclass,discussanyquestionsstudentsmighthave,and
cometoconsensusonthelearninggoal.Aspartofthediscussion,askstudentsquestionsto
helpthemseehowthislearningconnectstothebigideasofthecourseorunit.
(Blacketal,2004)
Manyteacherswhohave
triedtodeveloptheir
studentsselfassessment
skillshavefoundthatthe
firstandmostdifficulttaskis
togetstudentstothinkof
theirworkintermsofaset
ofgoals.
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
learninggoalsusingavarietyof
assessmentstrategiesandtools(e.g.,
exitcard,individualdisplayboards,and
learninggoalorganizers).
SomeofthestepsItooktogetthereare
SomeevidencethatIammeetingthelearninggoalis
Ineedtolearnmoreabout
LearningGoal:
_____________________________________________
TodayIlearned/TodayIlearnedmoreabout/
TodayIimprovedat
ExitCard
Activity6Anexitcardcanbeusedby
studentstomonitortheirprogress
towardsalearninggoal.Inviting
studentstoreflectontheirlearningat
theendofalessoncanhelpthem
furtherinternalizeandpersonalizethe
learninggoal.

Activity7Haveyourstudentsmonitortheirprogressonaclusteroflearninggoalsastheymove
throughaunitoflearning.ALearningGainstrackingtemplate(Keeley,2008,p.183)isone
assessmenttoolstudentscanusetoassesstheirprogresstowardseachlearninggoalinacycleof
learning.Thisassessmentstrategycansupportselfassessmentwhenthelearninggoalsare
scaffoldedtoidentifytheincrementalstepsordiscreteknowledgeandskillscomprisingthe
expectedlearning.
1. Modelhowthetemplatemaybeused.
2. Askstudentstoassesstheirprogress.
3. Havestudentssharetheirreflectionsatsomepointduringlearningandafterthelearning
hasbeencompleted.
4. Designasimilartemplateforaclusteroflearninggoalsforyournextcycleoflearning.
AppendixH:TrackingProgressprovidessomesamplesoftrackingtemplates.
Activity8Whenplanningalesson,teachersfrequentlyaskthequestionWhatamIgoingtoteach
next?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)
KeyQuestions
Whataresuccesscriteria,andhowaretheyusedbyteachersor
studentsinassessmentforlearning,assessmentaslearning,and
assessmentoflearning?
Whyisitsoimportantthatstudentsbeengagedinthe
developmentofsuccesscriteria?
Howaresuccesscriterialinkedtolearninggoals,descriptive
feedback,rubrics,andselfassessment?
WhatsinThisSegment?
Whereaslearninggoalshelpstudentsidentifyandunderstandwhattheyareexpectedtolearn,
successcriteriaprovidethetoolsforstudentstomonitortheirprogresstowardsachievingthe
learninggoals.HattieandTimperley(2007)identifythreequestionstoguidestudentlearning:
WhereamIgoing?,HowamIgoing?,andWheretonext?Whilelearninggoalshelpstudents
answerthequestionWhereamIgoing?,successcriteriahelpstudentsanswerthequestion
HowamIgoing?Bothteachersandstudentsbenefitfromaclearunderstandingofwhat
constitutessuccess.
A.WhatAreSuccessCriteria?(0:462:14)
Studentsusesuccesscriteriatomakejudgementsaboutthequalityoftheirperformance.Criteria
describewhatsuccesslookslike,andallowtheteacherandstudenttogatherinformationabout
thequalityofstudentlearning.
AfterViewing
Activity1Studentsareasked,Whataresuccess
criteria?Howaresuccesscriteriahelpfulindoing
thetask?Considerthestudentsresponses
reflecton(anddiscussifviewingwithothers)the
following:
1. Whatdothestudentsresponsestellus
aboutthecultureoflearningthathas
beenestablishedinthisclassroom?
2. Whatvalueisthereinstudentsknowing,
inadvance,whattheyareexpectedto
learnandwhatitwilllooklikewhentheyhavesuccessfullylearnedit?
Whatare
success
criteria?
guidelines
tohelpyou
dothe
assignment
aguideto
yourlearning
goal
Theyhelpusto
realizewhatwe
needtodosowe
knowwhatwere
doingwell.
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
Clarity
Accuracy
Precision
Logic
Relevance
Significance
Fluency
Flexibility
Depth
Breadth
(Thisinformationisalsofoundinthefrontmatterof
allcurriculumdocuments,inthesectionentitled
AssessmentandEvaluationofStudentAchievement.)
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
criteriaforachievinglearninggoals.Articulatingthese
criteriainawaythatismeaningfultostudentscan,
however,bechallenging.Byexaminingsamplesofstudent
work,teacherscan:
(Shepardetal,2005)
Settingcleartargetsfor
studentlearninginvolves
morethanpostingan
instructionalgoalfor
studentstosee.Italso
requireselaborationofthe
criteriabywhichstudent
workwillbejudged.
identifythesignificanttraitsofsuccessful
performance;
agreeonthefocusofthecriteria;
expressinconsistent,clearlanguagewhattheyare
lookingforinaperformanceorproduct.
Samplesmaybesavedfrompreviousclasses,orshared
amongcolleagues.
AfterViewing
Activity5Inteachermoderation,teacherscollaboratewithcolleaguestoestablishcriteriafor
assessingstudentwork.Joinwithacolleague(s)toengageinthisprocess.Samplescantakemany
formsartefacts,projects,presentations,researchpapers,andperformancesinoral,written,and
videoformandcancomefromavarietyofsourcespreviousyearswork,texts,teacher
resources,professionalpublications.Choosethosesamplesthatdirectlyrelatetoyourworkwith
yourstudents.
Formoreinformation,seeLiteracyandNumeracySecretariat,TeacherModeration:Collaborative
AssessmentofStudentWork(2007),availableat:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf
Activity6Selectataskthatyouwillbeaskingstudentstoperformforwhichyouoracolleague
mayhavesomesamples.Whatlearningarestudentsexpectedtodemonstrate?Howarethe
knowledgeandskillsconnectedtotheachievementchart?Whatarethecharacteristicsof
achievementthatformthebasisofthecriteria?Withacolleague,developalistoflookforsfor
thetask.
Activity7Considerthefollowingquestionswhenreflectingonyourassessmentpractices:
Whatvalueisthereinstudentsknowing,inadvance,whattheyareexpectedtolearnandwhat
itwilllooklikewhentheyhavesuccessfullylearnedit?
Howdoesexplicitlyteachingstudentstobeassessmentliterateleadtoindependent
learning?
Whatsignificancedosuccesscriteriahaveinyourclassroomassessmentandinstruction?

Segment5HelpingStudentsUnderstandCriteria
Onceteachershaveidentifiedthesuccesscriteriarelatingtoataskanditslearninggoals,these
criterianeedtobesharedwithstudents.Whyisitcrucialthatstudentsunderstandthelearning
goalsandthesuccesscriteriarelatingtoagiventask?First,as
ButlerandCartier(2004,p.1735)explain,students
interpretationoftasksdrivestheirplanning(e.g.,objectivesthey
set),thestrategiestheyselectandimplement,andthecriteria
againstwhichtheyjudgetheirperformanceduringmonitoring
andselfevaluation.
(Gregory,Cameron,&
Davies,1997)
whenstudentstakepart
indevelopingcriteria,they
aremuchmorelikelyto
understandwhatisexpected
ofthem,buyin,andthen
accomplishthetask
successfully.
Secondly,forstudentstobeabletousecriteriatoselfassessand
improvetheirlearning,theyneedtohaveaclearunderstanding
ofthecriteria.Infact,themoretheyshareacommon
understandingofthecriteriawiththeteacher,thegreatertheir
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
studentswithasampleofstudentwork.Identifyasingle
successcriterionandaskstudents,workinginpairs,to
assessthesampleonlyinrelationtotheidentifiedcriterion.
Arethecriteriafullyand
carefullydefinedandopento
alloraretheynebulousand
guardedsothatstudents
mustguesswhatisbeing
taught?
Bringtheclasstogethertodebriefthediscussions.When
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.
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
(Wearelearningtoplanandcarryoutan
inquiry.)
Criteriarelatingtothelearningthatresultsfrom
theinquiry
(Wearelearningtoexplainhowdifferent
materialsconductelectricity.)
Makepredictions
Selectappropriateequipment
Useequipmentandmaterialssafely
Identifyandcontrolvariables
Gatherdataaccurately
Recorddatainanorganizedway
Interpretdata(explainthemeaning)
Defineconductorsandinsulators
Identifythecharacteristicsofmaterialsthat
areconductorsorinsulators
Explainhowmaterialsallowstaticchargeto
builduporbedischarged
Howwillyoushareandclarifythecriteriawithstudents?

Segment6CoconstructingSuccessCriteria
Collaboratingtodevelopcriteria,sometimesreferredtoascoconstructingcriteria(Gregoryetal,
1997),helpsstudentsandteacherstoreachacommonunderstandingofthecriteriabywhich
performancewillbejudged.Bydirectlyinvolvingstudentsinthedevelopmentofcriteria,teachers
helpstudentstodeepentheirunderstandingofwhatsuccesslookslike.Theprocessinvites
studentstosharetheirinitialideasandunderstandingsaboutthe
characteristicsofsuccessfulperformance.Aslearningprogresses,
teachersguidestudentsinexploringandrefiningtheir
understandingofthecriteriabyhavingthemcontinuouslyreflect
onandapplythecriteriaaspartoftheirlearningactivities.
totheextentthatcriteria
areshared,students[receive
the]powertorecognize
strongperformance,power
toidentifyproblemsinweak
performance,andpowerto
usecriteriatochangeand
improveperformance.
KeyQuestions
Whyisstudentengagementindefiningsuccesscriteriacrucialto
learning?
Howaresuccesscriterialinkedtolearninggoalsandself
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
ideasinanorganizedway
Usedifferentwaystoexplainideas(e.g.,pictures,numbers,words,
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.
Acriterionisaddedtothelist
Reviewingthecriteriaasstudentsarelearningprovides
opportunitiesfortheteacherandstudentsto:
furtherclarifythelookfors;
prioritizethosecriteriawithgreatestimpacton
thelearning;
addadditionalcriteriabasedonnewlearning;
ensurethatcriteriadetailsfacilitatemeaningful
feedback;
readilyhighlightnextsteps.
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
abouttheknowledgeandskillsthey
aretodemonstrateinorderto
identifythesuccesscriteria.
Activatepriorknowledgebyengagingstudentsina
ThinkPairShareactivitytodiscussthegoalsand/ortask
withapartner.
Provideanonymoussamplesofthetaskorperformance
forstudentstoanalyse.
Askstudentstoidentifysuccesscriteriawhiletheyare
workingonataskorpractisingaskill.
Studentsmayidentifycriteriathat
arenotrelevanttothegoalsortask,
ormayleaveoutcriteriathatare
significantforsuccessful
demonstrationofthelearning.
Keepinmindthatthisisthefirststepintheprocessof
developingandrefiningthesuccesscriteriaaslearning
progresses,teachersidentifyopportunitiestorefine
studentsthinkingaboutthecriteriasothatstudentscan
focusonmoresignificantaspectsofthecriteria.
Whencoconstructingcriteria,teachersarenot
relinquishingtheirroleasleadlearnerifsignificant
criteriaarenotgenerated,teachersshouldcontribute
themtothelist.
Studentsmaynotengageinthe
processbecausetheyseethetaskof
developingthesuccesscriteriaas
theteachersresponsibility.
Priortococonstructing,discusswithstudentsthe
benefitsofknowingthesuccesscriteria.
Coconstructingcriteriawith
studentscanbetimeconsuming.
Someteachersmightfinditdifficult
tojustifythetimeittakestoco
constructthecriteria.
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.
Beginslowandletthemomentumdrivethelearning.
Providefrequent,focusedopportunitiestopractise
generatingandapplyingcriteria.
Showingstudentssamplesofwork
maylimitcreativityorencourage
imitation.
Alignthetaskswiththesuccesscriteriaandthelearning
goal(s).
Ensureassessmenttasksprovidetheevidenceyou
require.
Openupthepossibilitiesanduseadiversityofsamples.
Incorporateoriginalityandcreativityasasuccess
category,ifapplicable.
Provideopenendedtasksandchoiceinhowstudents
demonstratetheirlearning.
Sharinglearninggoalsandsuccess
criteriaattheoutsetoflearning
maynotbepossibleforinquiryand
problemsolvingactivities.
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.
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
Level1 Level2 Level3 Level4
Reviseswritingto
improve
organizationand
clarity
Makesrevisionswith
limitedeffectiveness
Makesrevisionswith
someeffectiveness
Makesrevisionswith
considerable
effectiveness
Makesrevisionswith
ahighdegreeof
effectiveness
Whenteacherandstudentsengagedinrewritingtheabovecriterioninstudentfriendlylanguage,
theresultwasthefollowingchecklist:
Checklist
PersuasiveWritingTask
I
W
o
w
!
O
n
t
a
r
g
e
t
G
e
t
t
i
n
g
t
h
e
r
e
W
o
r
k
i
n
g
o
n
i
t
Highlightedmainideas

Checkedforlogicalorderingofmainideas

Checkedtoseethateachmainideaispresentedinaseparateparagraph

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

Checkedifwritingcontainstoomuchexplainingandremovedextrawords

Checkedifwritingwasunclearandaddeddetailstoprovidemoreinformation

Usedrevisingstrategiestodeleteandaddtext(e.g.,crossouts,arrows,
underlining,cuttingandpasting)

B.UsingSamplestoGenerateCriteria
Analysingsamplesofotherstudentsperformancesofataskisonewaytomakesuccesscriteria
visible,bothtostudentsandtoteachers.Thissegmentshowsstudentsexaminingsamplesto
identifysuccesscriteria.
Activity9Workwithcolleaguestoidentifysuccesscriteriaforthetaskthatthestudentsinthis
videosegmentareassigned.
1. Review1:582:58ofthesegment,inwhichthe
teachergivesstudentstheinstructionsforexamining
thesamples.
2. ReadAppendixK:IdentifyingSuccessCriteriafora
Task,whichprovidesinformationaboutthetask,the
overallandspecificexpectations,andthelearning
goaltobeaddressed,aswellastwosamplepieces.
3. Providecopiesofthetwosamplepieces.
4. Inpairs,brainstormpossiblelookfors.
5. Next,sortandcategorizeyourlist.
6. Afterbrainstorming,sorting,andcategorizingyour
list,review3:155:22ofthesegment,inwhichthe
studentssharetheirideasforcriteria.Whileviewing,
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
Language Usesadvancedvocabulary
Descriptivewordsandphrases
Correctspellingandgrammar
Variedsentencelengthsandtypes
(MartinKniep&Picone
Zochia,2009)
Sharingthedesignprocess,
weavingtheaccesstoand
useofqualitycriteria
throughoutlearning,and
keepingexpectationsand
criteriapresentandpublic
propeltheconceptof
explicitcriteriaintothe
practiceofpowerful
teachingandlearning.
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 R S U
I/Weensurethatstudentsknowwhattheyareexpectedtoknow,understand,anddo
by:

Identifyinglearninggoalsbasedonoverallandspecificexpectations
Writingclearconciselearninggoalsinstudentfriendly/gradeappropriatelanguage
Statinglearninggoalsfromthestudentsperspective(e.g.,Wearelearningto)
Designingthelearninginincrementalstepstobuildstudentknowledgeandskills
Developinglearninggoalsthatidentifyaprogressionofincremental,scaffolded
knowledgeandskills

Sharingthelearninggoalsatappropriatetimesineachcycleoflearning,usuallyat
thebeginning

Postingthelearninggoalsvisiblyintheclassroom
Havingstudentsrecordthelearninggoalsintheirnotebooksorontheirtask
Makingconnectionstothelearninggoalsduringinstructionandwhenstudentsare
engagedinlearningactivities

Clarifyinglearninggoalswithstudentstoensurethatstudentsandteachershare
thesameunderstandingofwhatistobelearned

Providingstudentstimeandopportunitytoreflectonanddiscussthelearning
goals

Askingstudentstomonitortheirprogressinrelationtothelearninggoals
B.SuccessCriteria R S U
I/Weensurethatstudentsunderstandwhatsuccessfullearninglookslikeby:
Identifyingthecriteriaforsuccessonthelearninggoalsandtheassessmenttasks
whenplanningassessmentandinstruction

Sharingandclarifyingsuccesscriteriawithstudents
Coconstructingthesuccesscriteriawithstudentsforsignificanttasksandlearning
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.
Assessmentforlearningisaboutfarmorethantestingmorefrequentlyorprovidingteacherswith
evidencesothattheycanreviseinstruction,althoughthesestepsarepartofit.Inaddition,wenow
understandthatassessmentforlearningmustinvolvestudentsintheprocess.
(Stiggins,2002)
Studentscanhitanytargettheycanseethatholdsstillforthem.
(Stigginsetal,2006)
Whenweinvesttimeupfronttobuildthevision[ofwhatstudentsaretobelearning],wegainit
backlaterinincreasedstudentmotivationandtheresultinghigherqualitywork.
(Chappuis,2009)
Teachersshouldcontinuallyhelpstudentsclarifytheintendedlearningasthelessonsunfoldnot
justatthebeginningofaunitofstudy.
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?
totheextentthatcriteriaareshared,students[receivethe]powertorecognizestrong
performance,powertoidentifyproblemsinweakperformance,andpowertousecriteriatochange
andimproveperformance.
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
andimpliedinformationand
ideasintextstomakesimple
inferences.(Gr.2Language)
Wearelearningtouseclues
inthetexttoknowwhatthe
authorissayingwithout
writingitinwords.
Icanidentifyandcompare
differenttypesof
quadrilateralsandsortand
classifythembytheir
geometricproperties.(Gr.4
Mathematics)
Icanexplainwhata
quadrilateralis.
Icanidentifyseveral
geometricpropertiesrelated
toquadrilaterals.
Icanusegeometricproperties
todescribehowquadrilaterals
arethesameanddifferent.
Icansortandgroup
quadrilateralsusingdifferent
geometricproperties.
Wearelearningtoread
labelsonfoods.(Gr.5Health
andPhysicalEducation)
Wearelearningtomake
healthierpersonalfood
choicesbyusinginformation
onfoodlabels.
Wearestudyingthecreative
process.(Gr.8Arts)
Wearelearningtoreworka
pieceusingfeedbackfromour
teacherandclassmates.
Studentswillknowhowto
createandperformphrases
thatexploretwoormore
elementsofdance.(Gr.9
Dance)
Wearelearningtocreateand
performphrasesthatexplore
twoormoreelementsof
dance.
Iwillbeabletouse
appropriatedescriptiveand
evocativewords,phrases,
andexpressionstomake
writingclearandvividforthe
intendedaudience.(Gr.10
English)
Iwillbeabletousedescriptive
words,phrases,and
expressionstoclearlydescribe
asceneorsituation.
Wewillunderstandtheuses
ofbuttons,labels,andtext
fields.(Gr.12Computer
Studies)
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
or
X
SuggestionsforImprovement
identifieswhatistobelearned

linkedtotheoverallandspecificexpectations
tobeaddressed

connectedtoabigidea

C
o
n
t
e
n
t
identifiesincrementalstepstobuildstudent
knowledgeandskills

usesclear,conciselanguage

useslanguagethatisstudentfriendlyand
gradeappropriate

usesverbsthatdescribespecificand
observableactions

L
a
n
g
u
a
g
e
statedfromastudentsperspective(e.g.,We
arelearningto)

APPENDIXFSharingandClarifyingLearningGoals(Segment3)

QuestionstoConsider Observations
Whatstrategiesdoteachers
employtosharethelearning
goalswiththeirstudents?
(1:172:05)
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?
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
Wearelearningto:
Justbeginning Makingprogress Gotit
identifypolynomial
expressions

identifylikeandunlike
terms

groupliketerms
simplifypolynomial
expressionsbyaddition
andsubtraction

Sample2
Learninggoal(s)
Iamlearningtosetindividuallearninggoalsandmonitormyprogress.
Criteria Just
starting
Making
progress
Gotit QuestionsIhave/
Ineedtoknow:
Isetgoalsthatare
reasonable.

Iidentifywhatsuccesslooks
likeonagoal.

IusethecriteriatoseehowI
amdoing.

Igetfeedbackfrommy
teacherandpeertohelpme
improve.

Iactonthefeedbacktomake
theimprovements.

IthinkaboutwhereIneedto
gonext.
Sample3(Usedbystudentsinthevideo)
____________________________________________________________
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Giveanexample/proofthatshowshowyouhavemetthelearninggoal:
WOW AlmostWOW Onthewayto

WOW
Wheresthe
WOW?

Indicatewhereyouareintermsofthelearninggoal:
We are learning to________________________________________________

____________________________________________________________
____________________________________________________________
Learninggoal:
TrackingMyLearning
APPENDIXIHelpingStudentsUnderstandSuccessCriteria
(Segment5)
Usethisorganizertorecordthestrategiesusedbyteachersinthevideotoshareandclarify
successcriteria.Afterviewing,reflecton(anddiscussifviewingwithothers)howthestrategy
affectsstudentsunderstandingofthecriteria.
Whatstrategiesdoteachersemploytohelp
studentsdeepentheirunderstandingofthe
successcriteria?
(1:105:53)
Howmightthisstrategyaffectstudents
understanding?
1.
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?
practiseapplyingthesuccesscriteria?
receivefeedbackfrommeinrelationtothe
successcriteria?
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
Sample1
DearEditor,
Doyouunderstandwhywehavetowear
thosepainintheneckbikehelmets?Meeither.
ImyselfdontwearabikehelmetandIdont
seewhyateenofanyageshouldhavetowearone
either.Whenmostpeoplebecometeenagersthey
starttomatureandquitdrivingbikeslikeawild
child.
Inmyopinion,onlychildrenundertheageof
12shouldhavetowearthem.Ifeelthiswaybecause
mostkidsaroundthisagearestillalittlebitwacked
anddoingcrazythings.Alsomostchildrenaround
theageof6andunderareprobablystilllearningto
rideabike.Thelawpeopleshouldalsodosomething
aboutthatfine,maybe,likeloweringit.Iftheydont
changethelawsandtheykeeptheageat16,the
policeshould
haveachoicewhethertostopthekidorjustgive
himafriendlywave.Ifthepersonisdrivingsafely
dontstophim,butifheisdrivinglikeacrazywild
child,Igivethemallrightstostopthemorgivehima
warning.
Sureahelmetwillprotectyourhead,butif
youredrivingslowlyandsafelyIdontseewhywe
havetowearthem.Oneconsequencethoughwould
be,thattherearestillsomecrazydriversandwith
onewrongturnofthewheel,wellyouneverknow.
Inconclusion,Iwouldliketosaythat,ifyou
feelthatyoucandriveabikewithouthavingtoobad
ofanaccident,thatyoushouldhaveachoice
whetherornottowearone.
Sincerely,

Sample2
DearEditor,
Ibelievethatthepricesforrecreational
activitiesareoutrageous!Peoplearesayingthat
Canadaschildrenarebecomingcouchpotatokids,
butreallyallthatshappeningisthatthekids
parentsaretakingonelookatthesportpricesand
turningtheotherway!
Inoursmalltown,pricesareskyhigh!For
figureskatingyouhavetopayauserfee(fortheuse
oftheice),grouplessonfees,and,ifyouareahigh
levelskater,youneedapairof$500skates.Ifyou
reallywanttoimprove,youneedtopayagainfor
ClubIce,andprivatelessonsfor15minutes,it
costsabout$8.00,perlesson.Thentherearethose
darnexpensivecompetitions!
Ivebeentoldthatwereluckytoliveina
smalltown,becauseincities,pricesareevenhigher!
Isay,thatifthepricesrisemuchmoretheyllbe
standingonthemoon,wavingatus!
Asforhockey,well,thehockeyplayerspay
morefortheirequipmentthantherestaltogether.
Inoursmalltowntheypayabout$600for(good)
equipment,andabout$160moretosignup.Onthe
otherhand,inThunderBay,itcostsalmost$500just
totryout!Whatisthis?Thepriceiswrong?
Wehaveonesmallpoolhere,anditsnot
evenindoors.Sowhydowehavetopay$2.50per
swim,whentwoyearsagoitwasabout$2.00?That
reallyaddsupoverthesummer.
Attheclosestindoorpool,itcostsaround
$5.00forkids,and$7.00foradults.Howmany
peoplelovetravelingsomuchthattheylldrivefor
anhoureveryweekend(orless),tospendtwohours
inanindoorpool?Morethanyoudexpect,thatsfor
sure!
Ifwedontdosomethingaboutthepricesof
recreationalsports,thechildrenofCanadawill
becomecouchpotatoes.Whatcanwedo?Wecan
fundraise.Wecanhelpthechildrenwhoalreadydo
(notthatitsonlykids,itsadultsaswell).Ifyou
donthelp,well,thendontcomplainwhenyourkid
isacouchpotato.
Sincerely,

*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

Learning Goals & Success Criteria: Viewing Guide

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Goals & Success Criteria: Viewing Guide

Uploaded by

Copyright:

Available Formats

LearningGoals&

Lesseffective Moreeffective Whatmakesitmoreeffective?

WOW AlmostWOW Onthewayto

We are learning to________________________________________________

You might also like