learning to love success criteria

…Success Criteria Making ‘the classics’ learning-focused

Some ‘classics’…

Introduction of new

material /Stimulus / discussion /

Storyboard

Role play

Diary entry

Brainstorm

Group discussion

Comic strip

poster

story

Questions from book

annotate

Fill in a table

AFL as Process - where do SC fit in?

Learning

Intention

Learning

Intention

Activity Activity

ModellingModelling

Success Criteria

Success Criteria

Feedback

Feedback

Ditch the language?

What are they learning

?

What are they learning

?

What are they doing?

What are they doing?

Have we shown them

how?

Have we shown them

how?

Do they understand how to do it

well?

Do they understand how to do it

well? How well did they

do?

How well did they

do?

AFL as Process – following it through…

Learning

Intention

Learning

Intention

Activity Activity

ModellingModelling

Success Criteria

Success Criteria

Feedback

Feedback

Student Action

‘Pale’ AFL

Learning

Intention

Learning

Intention

Activity Activity

ModellingModelling

Success Criteria

Success Criteria

Feedback

Feedback

Often limited to ‘understand’ – no

evidence of skills, eg ‘explain’

Often limited as kids not clear about the qualities they’ve been aiming for

Low Impact on Students

High impact on Students

High energy / time for teachers

Low Energy / time for teachers

Frustration, cynicism, negativity

Burnout

PointlessHow can we get here?!

How?• Process criteria

• Qualitative criteria

• Tick list

• NC levels / grades

• Student-formed

• All must, Most Should, Some Might...

• NOT AFTER THE TASK – WITH THE TASK – not ‘you did this well but...’, instead – ‘how well are you doing...?’

Be aware of...• Success Criteria which ignore the learning

intention and focus on the task

Be aware of...• Success Criteria which ignore the learning

intention and focus on the task

• Success criteria that are overcomplicated

Be aware of...• Success Criteria which ignore the learning

intention and focus on the task

• Success criteria that are overcomplicated

• Success criteria that are given out, but not USED by the teacher

• Success criteria that are purely abstract, and not supported by models

Be aware of...• Success Criteria which ignore the learning

intention and focus on the task

• Success criteria that are overcomplicated

• Success criteria that are given out, but not USED by the teacher

• Success criteria that are purely abstract, and not supported by models

• Success criteria that are purely process-focused, and give no indication of quality or challenge (may or may not be appropriate)

Focused lessons - progress

Evidence-based praise / celebration

Kids working harder than us

Kids feeling proud

Enriched, high-value tasks and activities

What’s to love about

Success Criteria?

Enriched feedback

and dialogue

Appropriate differentiatio

n