The Secret of” Success Criteria
The Issue:
Recently in Ontario with the release of the “Growing Success”, (2010) document there has been a policy setting trend toward student based assessment and the use of high quality descriptive feedback with students to improve student learning. One of the seven fundamental principles outlined in the document (p.6), is to “provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement.”
Feedback provides students with a description of their learning. The purpose of providing feedback is to reduce the gap between a student’s current level of knowledge and skills and the learning goals. Descriptive feedback helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve. According to Davies (2007, p.2), descriptive feedback enables the learner to adjust what he or she is doing in order to improve (Growing Success, p.34).
So what is really necessary for teachers to do to provide students with high quality descriptive feedback that relates directly to the achievement of the Curriculum expectations (Achievement Chart) and the Learning Skills and Work Habits outlined in Growing Success?
There are some fundamental directions in thinking and practice that need to happen for high quality descriptive feedback to emerge in Ontario classrooms and schools.
Shift One:
High quality descriptive feedback is directly related to well developed success criteria. Success Criteria are only powerful when derived from the unpacking of each curriculum expectation or cluster of expectations and related directly to what the expectation(s) look like in student work. Using success criteria only works when the derivation of the criteria is shared and co-constructed between teachers and students. When teachers are able to clearly articulate what the expectation(s) look like in student work then high quality descriptive feedback becomes possible.
Before identifying success criteria with students, teachers spend time with colleagues deconstructing curriculum expectations and examining clusters of expectations that make sense to teach together. They build foundational knowledge in order to share with students what they expect Level 3 and 4 work to look like.
It
was a little review of my "The Secret of” Success Criteria" thank you
for visiting this blog . May be useful for friends and can be a reference for
future success . If there are errors in this article . I apologize profusely .
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thanks GBU