Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Sharing Learning Goals and Success Criteria with Students

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 1 Sharing Learning Goals and Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Express Learning Goals and Success Criteria in language students can understand Share exemplars of the Success Criteria with students Reference the Learning Goals and Success Criteria throughout the learning sequence Slide 2 Sharing Learning Goals and Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Now we will see three examples of how teachers can translate the Learning Goals and Success Criteria into language that students can understand: Example 1: Weather Example 2: English Language Arts Example 3: Mathematics (Geometry) Slide 3 Sharing Learning Goals and Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Essential Understanding: Authors use the main ideas to convey important messages in text, and use key details to support those messages. Learning GoalsSuccess CriteriaFor Students Students understand that: The main idea is the author’s message about a topic, minus the details The main idea is found in the text There is a process to identify the main idea in the text Students can: Locate in the text where the author conveys the main message and explain why they think it is the main message Tell or write (in their own words) a brief statement that explains the author’s message Explain the process they used to find the main idea Learning Goals We’ll be learning that authors have a message for the reader. We’ll also learn how to identify what the message is and a process to help you do so. Success Criteria I can find the author’s main message in the text and explain why I think it’s the main message. I can tell or write a short statement of the author’s main message. I can explain the process I use to find the main idea. Slide 4

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel For Students Learning Goals Today, we’ll be learning how water moves from through the air, to the land and bodies of water continuously. We’ll also examine the role of sun’s energy in this process. Success Criteria I can draw or make a model that shows how water moves between the oceans, land and air. I can explain the effect of the sun in different phases of the water cycle. Essential Understanding: The cycling of water in and out of the atmosphere is a significant aspect of weather patterns. Learning GoalsSuccess CriteriaFor Students Students understand that: Water is continuously cycled between bodies of water, the atmosphere and the land The cycling of water is driven by the thermal energy of the sun Students can: Represent how water moves continuously between the oceans, the lands and the atmosphere in living and non-living systems Explain the effects of the sun on water during different phases of the water cycle Learning Goals Today, we’ll be learning how water moves from through the air, to the land and bodies of water continuously. We’ll also examine the role of sun’s energy in this process. Success Criteria I can draw or make a model that shows how water moves between the oceans, land and air. I can explain the effect of the sun in different phases of the water cycle. Slide 5

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Practices and Skills Geometry and Measurement Tools, formulas and strategies can be used to create, compare and classify two- and three-dimensional shapes. Learning GoalsSelect and Use Strategies to: 1.Classify two- and three-dimensional shapes according to their attributes (length of sides, size of angles, etc.) 2.Compare two- and three-dimensional shapes according to their attributes (length of sides, size of angles, etc.) Success Criteria1.Explain decision rules for classification of two- and three-dimensional shapes 2.Explain the strategy or strategies used to compare two- and three-dimensional objects Student Learning Goals and Success Criteria Learning Goals Last week, we classified shapes. This week, we will look at shapes and see how they are alike and different. Success Criteria I can explain the rules I use to decide how to classify objects and shapes. I can explain the strategy or strategies I used to compare objects. Slide 6 Geometry: Grades 3-5

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn Use Handout to practice writing Learning Goals in language your students can understand. The handout includes Learning Goals for writing in grades K-5 and grades 6-8. After completing the handout, meet with others to share your student Learning Goals. What are some differences you see in the language you should use at different grade levels? Slide 7 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Your Turn Return one more time to Handout or Handout and review your Learning Goals and Success Criteria. Revise as needed and appropriate to your context and grade level to ensure that information is understandable to students. Slide 8 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

First, go back to the Frayer Model or Concept Map you started in Lesson 1 (Handout or Handout 3.1.2). Review what you have filled in about the terms “Learning Goals” and “Success Criteria.” Next, use Handout to apply the information you have learned about Learning Goals, Success Criteria, and Essential Understandings to complete a comparison matrix. State the ways you believe the three components are similar and ways they are different. Share your completed comparison matrix with a partner or with the entire group for feedback so you can continue to add to your knowledge of the components. Consolidate Your Learning Slide 9 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Try It Out Refer to the Planning Template work you started in Lesson 2 (Handout or Handout 3.2.4). Share your work with a colleague at your site to see if the language is clear, understandable, and appropriate for students’ needs. Before your next TLC, try sharing with students the Learning Goals and Success Criteria for a learning sequence you developed. Report to your TLC about what worked, what didn’t and what you will revise moving forward. Slide 10 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

On a scale of 1 to 5, rate the degree to which you have met the Module 3 success criteria (1 = not at all, 3 = somewhat, 5 = to a great extent): I can explain the importance of Learning Goals and Success Criteria to the process of formative assessment I can develop Learning Goals and Success Criteria for a learning sequence I can write Learning Goals and Success Criteria in language students can understand I can explain the importance of student understanding of Learning Goals and Success Criteria Check Your Learning

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel