Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions and Success In the previous workshop, we learned about the rationale for Assessment for Learning and received a brief overview of its key components. In this unit, we are going to discuss the first two steps to implementing Assessment for Learning: Learning Intentions and Success Criteria.

In this unit we are learning to … understand what learning intentions and success criteria are; identify and frame learning intentions and success criteria; and identify opportunities for using learning intentions and success criteria in our own classroom. By the end of this unit, you will: understand what learning intentions and success criteria are; be able to define and communicate learning intentions and success criteria; and know how to successfully use these two elements of AfL in your classroom.

Why Are Learning Intentions and Success Criteria Important? ‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’ – (An Intro to AfL, Learning Unlimited, 2004) Despite building learning intentions into our planners, we are not good at sharing learning intentions and success criteria with our pupils. But at the same time, we want our pupils to be self-motivated and have a sense of purpose. To give our pupils the tools they need to take more responsibility for their own learning and achieve greater learning independence, we need to tell them: what they are going to learn; why they should learn it in the first place; and how they will recognise when they have succeeded. Research shows that pupils who regularly receive this information in the classroom are: more focused for longer periods of time; more motivated; and better able to take responsibility for their own learning. Assessment for Learning, and particularly these first two steps in the process of sharing the learning intentions, immediately involve pupils with their own learning and offer opportunities for key interactions between pupils and teachers. These two elements of AfL are also important because if learners do not know what they are expected to learn and how to recognise their own success, then we cannot promote peer-or self-assessment, which are two other elements of AfL (to be covered in a later unit) as well as important life skills. Success Criteria ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’

What is a Learning Intention? ‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004) Learning intentions: identify new learning; and focus on transferable skills. To begin with, what is a learning intention? We are all familiar with using learning intentions. However some of us use different terms for them, including: learning objectives, learning goals or learning aims. In AfL, the word intention is used deliberately because it puts greater emphasis on the process of learning rather than the end product. A learning intention is simply a description of what you want the pupils to know, understand or be able to do by the end of a lesson. What is the focus? It identifies new learning for the pupils and it focuses on transferable skills, so pupils can make connections between their learning and other areas of school and life, take the learning away and apply it in other contexts.

Sharing Learning Intentions Identify what pupils will be learning. (We are learning to …) Explain the reason for the learning. (This is because …) Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity. Present the learning intention in language that pupils can understand. Revisit the learning intention throughout the activity or lesson. Here are five steps to framing and delivering learning intentions. It is important that we: are clear and specific about learning intentions and why these are important things to learn; break down learning intentions and translate them into meaningful and manageable language; introduce and share learning intentions appropriately at the beginning of the lesson; and structure lessons so the pupils can focus on and revisit the learning intention through approaches such as questioning, peer- and self-assessment, written and oral feedback and plenary sessions. But, we need to think about: How systematic have we been in doing this – particularly at the beginning of a lesson or activity? Are we writing or explaining intentions in language that pupils can understand? When we have presented learning intentions, have we tended to focus on what pupils will produced rather than what they will learn?

What Is the Learning? Knowledge Understanding Skills* * Focus on transferable skills when possible. Rather than frame learning intentions in terms of what a pupil will be doing, we need to define the learning. The learning can be expressed in terms of: knowledge; understanding; and skills. Knowledge is factual information, for example the parts of a plant or key events of World War One. Understanding typically concerns concepts, reasons or processes, for example the need for a healthy diet or the difference between convection, conduction and radiation. Skills are proficiencies, dexterities or abilities acquired through training or experience, for example applying techniques, drawing conclusions based on evidence or using a multiplication grid. Note that the most useful learning intentions are those that focus on generic, transferable skills. These are skills that pupils can use in other contexts. Giving pupils learning intentions that focus on transferable skills helps them to: make connections across the curriculum, which is at the heart of the revised curriculum; recognise when they are using similar skills in unfamiliar contexts; and achieve the learning intention at a level that suits their abilities (it’s the extent to which pupils achieve or demonstrate the intention that will vary).

Defining the Learning Intention We are learning to: – work effectively in groups; – use evidence to draw conclusions; and – identify odd and even numbers. Here are some examples of learning intentions. Look at the second example. What curricular context does it come from? (It could come from any subject.) Is it a useful skill to have in any context?

Defining the Learning Intention Activity: What are we doing? Writing a description of our best friend Learning Intention: What are we learning? How to write an effective characterisation Context: Vehicle for the learning Friendship In this example, pupils are learning to write effective characterisations. This is the transferable skill and the learning intention is expressed in terms of a new understanding they are going to develop. Friendship is the context on this occasion. When defining learning intentions, the key is to distinguish between what your pupils are learning and what they are doing. It sounds simple enough, but many of us get this wrong. For instance, who here can hear themselves saying something along the lines of: ‘Today class, you’re going to write a description about your best friend’ instead of: ‘Today class, you’re going to be learning how to write effective characterisations.’ The first statement focuses on what they’ll be doing in the activity … the second explains what they’ll be learning. This is the critical difference when identifying learning intentions. We need to emphasise what the pupils will be learning.

From Doing to Learning Learning Intention Activity 1 From Doing to Learning Learning Intention Be able to: identify learning intentions; and frame learning intentions. Now that you understand the principles behind learning intentions, let’s try to put them into practice. For this activity, the learning intentions are the same as those noted at the start of this unit: to be able to identify and frame learning intentions. (Pass out Activity Sheet 1) This activity sheet has a list of typical classroom lessons. Your task is to: read each activity; determine what each activity’s learning intention and context is; fill in the blanks using language appropriate to your pupils’ age and understanding; and enter some of your own lessons, learning activities and contexts. (Allow the participants a few minutes to complete their Activity Sheet before moving on to the next slide.)

Getting the Learning Intentions Right Activity Learning Intention Context Give a speech for or against smoking To present a point of view in a persuasive way Speech about smoking Draw a bar chart to show how pupils in our class come to school Bar chart on types of transport used to get to school To present information graphically Here are some proposed answers for Activity 1. Please note that these are only suggestions. For each activity, there is no one right or wrong answer as long as the learning intention centres on what is being learned rather than what is being done. The learning intention will depend on the focus for learning in that context. For example, in the activity ‘Give a speech for or against smoking’, the learning intention could be: to present a point of view in a persuasive way (English/Literacy) (as noted on the slide); or to understand the effects of smoking (Personal Development). Did anybody get learning intentions different to those that appear on the slide? What about the language that appears here in the learning intentions? Is it clear and simple enough for your pupils to understand? Would you need to adjust it at all? Who would like to share the activities and learning intentions they came up with? Work in a group to design a leaflet to promote healthy eating To be able to work effectively in a group Healthy eating leaflet

Tips: Using Learning Intentions Effectively Start small. Separate the learning intention from the activity instructions. Tell pupils why they are learning it. Use child-friendly language (and/or ensure children have the language of learning). Make it visible (display). Allow time for discussion with pupils. Finally, here are some tips for using learning intentions effectively. Start small. (click) You don’t need to have a learning intention for every lesson. Maybe start with one aspect of the curriculum, such as Literacy, and highlight its respective learning intentions such as narrative writing. Separate the learning from the task or activity. (click) This helps pupils (and you) to focus not on the activity, but on what they will have learned by doing it. Tell them why they are learning something. (click) This can motivate pupils and also help them to see connections in the curriculum. When possible, give a real-life rationale for the learning. Describe it using appropriate language. (click) Remember to use the language of learning: better to say ‘we are learning to’ rather than ‘we are doing’. Display the learning intention. (click) This helps pupils to maintain focus while they are working – you could use an interactive whiteboard, flip chart or Walt board. A display will also help remind you to refer back to the learning intention throughout the lesson. Discuss the learning intention with them. (click) This allows the pupils to internalise and explore what is required of them.

Success Criteria Success Criteria Learning Intentions ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’ The next element in the Assessment for Learning process is developing success criteria. Learning intentions spell out what the pupils will learn and why. Success criteria show pupils how to recognise success.

Why are Success Criteria Important? improve understanding; empower pupils; encourage independent learning; and enable accurate feedback. Establishing success criteria is an important part of Assessment for Learning. It improves pupils’ understanding by keeping them informed about how they will be assessed. This, in turn, empowers pupils because it involves them in their own performance and learning. In time, pupils who have experience of working to success criteria and contributing to their development are more likely to take an independent approach to learning, as they understand how the criteria apply to their learning. They can then use the criteria to assess their own achievements, address their own concerns and identify areas for improvement. Success criteria also allow you and your pupils to give accurate feedback – they keep you and the pupils focused on the criteria that the work will be assessed against.

What are Success Criteria? ‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’ – Shirley Clarke So, what are success criteria? What does success look like? Success criteria let pupils know if they have achieved the learning intention. They summarise the main teaching points (key ingredients) or processes (key steps) that link directly to the learning intention.

Effective Success Criteria: are linked to the learning intention; are specific to an activity; are discussed and agreed with pupils before undertaking the activity; provide a scaffold and focus for pupils while engaged in the activity; and are used as the basis for feedback and peer- or self-assessment. Quality success criteria are closely linked to the learning intention; (click) They are specific to the activity and will vary with each activity, even if the activities share a common learning intention (click). They are agreed with the pupils in advance (click) This discussion aspect is particularly important in the classroom, because it helps foster a positive environment. It involves pupils in the learning and upcoming activity, even before it’s begun. Discussion also helps build pupil self-esteem by offering them opportunities to contribute. It’s a useful tool to strengthen the pupil–teacher relationship. Success criteria also encourage responsibility and independence by scaffolding peer- and self-assessment. (click) You can revisit the success criteria and use them to give your pupils feedback on their learning or encourage them to give each other feedback. (click) Remember to only assess your pupils on what you have agreed.

Effective Success Criteria Learning Intention: We are learning to write a narrative Activity: Write a ghost story I will be successful if: people enjoy reading my story; and it frightens them. I will be successful if I: set the scene in the opening paragraph; build up tension or suspense; use spooky adjectives and powerful verbs; and end with a cliffhanger. When creating the success criteria, it is important to focus on process and characteristics rather than the final effect. In this example, there are two sets of suggested success criteria. Which set is more helpful to pupils? The criteria ‘I will be successful if people enjoy reading my story’ and ‘it frightens them’ are not success criteria because they focus on reaction rather than guidance on how to achieve the effect … that is, guidance on how to write a narrative. You can see that the success criteria listed on the right, however, gives pupils the key ingredients needed to show that they fulfil the learning intention. If they can do these things, then they have shown they understand how to write a narrative.

We are learning to … present an argument. Additional Examples We are learning to … calculate the passing of time in 5-minute intervals. We are learning to … present an argument. Remember to: include opening and closing statements; give reasons for and against; use evidence to support; and use language to persuade. Remember to: count from the minute hand; stop where the minute hand finishes; count in fives; and go clockwise. Here are a few more examples of good, relevant success criteria.

Activity 2 From Learning Intention to Success Criteria to identify and frame success criteria Now that you understand the principles behind creating success criteria, let’s try to put it into practice. (Pass out Activity Sheet 2.) The learning intention for this activity is to: identify and frame success criteria. This activity sheet lists a few typical classroom lessons. Your task is to frame your own success criteria. The first one has been done for you. Fill in this sheet either: by creating success criteria for those activities, learning intentions and contexts that you created in Activity 1 Or by creating success criteria for the examples provided on this next slide.

Frame Your Own Success Criteria Learning Intention Context To present information graphically To carry out a fair test To be able to work effectively in a group To research information Types of transport used to get to school Conductivity of materials Producing a healthy-eating leaflet Use the internet to find information on life in the trenches in World War One Allow participants time to create success criteria. What success criteria have you come up with?

Recapping the Benefits How does using Learning Intentions and Success Criteria benefit pupils? We’ve nearly completed this unit, but before we conclude, I’d like everyone to think about all that we’ve discussed so far and to recap how using Learning Intentions and Success Criteria benefits pupils. Who would like to offer a suggestion? (Pause to allow comments, then move to next slide.)

Benefits for Pupils (Findings from Northern Ireland Teacher Researchers) ‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is also improving.’ ‘We have given children the vocabulary to discuss their own work.’ (click) Here are some pupil benefits, which teachers involved in the Northern Ireland Action Research Project, 2005, identified What about benefits to teachers? Do you see this process as having value to us? (Pause to allow comments, then move to next slide.) ‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’ ‘Success can now be achieved by all, even the weakest children!’

Benefits for Teachers (Findings from Northern Ireland Teacher Researchers) ‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’ ‘I’m more sensitive to individuals’ needs and achievements.’ (click) Here are some of the teacher benefits teachers involved in the Northern Ireland Action Research Project, 2005, identified ‘Relationships between teacher and pupils are warmer and more positive.’ ‘My planning is more effective, focused and thoughtful.’

Summary To take more responsibility for their own learning, pupils need to know: what they are going to learn; how they will recognise when they have succeeded; and why they should learn it in the first place. In closing, here are a few key points to remember about Learning Intentions and Success Criteria.

Summary Using Learning Intentions and Success Criteria: creates more self-motivated pupils; empowers pupils to become independent learners; improves understanding; and can help focus feedback. This isn’t all new, but we need to be more systematic about using these approaches in our classrooms.