Success criteria are linked to learning intentions. They are developed by the teacher and/or the student and describe what success looks like. They help the teacher and student to make judgements about the quality of student learning.
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Embedded Formative Assessment - Dylan William
Embedding Formative Assessment
Aligning with our School Improvement Plan (click arrow >>)
Target: To increase percentage indicators for use of success criteria by 20%.
ACTION POINTS (2021-2022):
All Subject Depts use the CBA in second year as a vehicle with which to explore development of, sharing and co-creating success criteria
Use of information technology and digital learning to support development of and co-creation of success criteria.
Use teach-meets and focus groups involving Subject Dept. Coordinators to explore cross-curricular approaches to developing success criteria with specific focus on the 2nd Year cohort during 2021-2022.
Subject Depts will endeavour to align subject planning with this SIP target. In initial Subject Dept meetings, respective subject teams should discuss how they might approach developing success criteria for their CBAs.
Strategies & Approaches (click arrow >>)
Rubrics are guidelines for measuring achievement that state the learning intentions with clear performance criteria, a rating scale, and a checklist. Ideally, they are relevant to multiple tasks over a unit of learning.
What A Good One Looks Like (WAGOLL) is a collection of work samples, usually on a wall inside the classroom, where the teacher shares exemplary work. Students are encouraged to refer to the WAGOLL while assessing their own or their peers’ work.
Work samples can be provided to students at different levels of quality to prompt a discussion on success criteria and strengths and weaknesses of the work.
A bump it up wall involves the teacher sharing annotated work samples at different levels of quality on the wall in the classroom. The works samples are often rated against rubrics and annotated. Students are asked to review their work against the samples to self-assess their performance and to determine how they might improve the quality of their work before sharing it with the teacher.
Student-designed assessment involves students designing test items for a topic they have learnt with the correct answers. This offers an opportunity for students to clarify, share and understand learning intentions, and provides feedback to teachers on students’ understanding.