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

Developing Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Success Criteria: Success Criteria are indicators of students’ learning: what students say, do, make or write (Griffin, 2007) Success Criteria Slide 1

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Clear Aligned with Learning Goals Communicated to the learner Made explicit through examples Slide 2 Quality Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn Slide 3 Clapping Institute Available online at: /700 Adapted from Improving Classroom Assessment: A Toolkit for Professional Developers (1998). Produced by the Regional Educational Laboratory Network (REL Network) through funding from the U.S. Department of Education Office of Educational Research and Improvement (OERI). Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Your Turn Clapping Institute Options You have a choice on how to use the Clapping Institute: 1.Consult the Facilitator’s Guide for a comprehensive, collaborative experience (Handout 3.3.1) on Success Criteria 2.Read the abbreviated Clapping Institute scenarios (Handout 3.3.2) for a shorter, more condensed version of the activity Slide 4 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Turn & Talk After completing one or both of the Clapping Institutes, in small groups: 1.Describe the emotions and reactions to the different scenarios. Which conditions are more likely to support and encourage student learning and collaboration? 2.Draw on your experience to think about why it is important to clearly communicate Success Criteria to students. Slide 5 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

When developing Success Criteria, ask yourself: What do students need to say, do, make or write to demonstrate that they have met the Learning Goal? Use your own experience, knowledge and content area expertise to guide your development of Success Criteria. Slide 6 Developing Success Criteria

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Now we’re going to revisit the three examples we used in Lesson 2 to identify Success Criteria. Slide 7 Examples of 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 Criteria 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 Slide 8

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Essential Understanding: The cycling of water in and out of the atmosphere is a significant aspect of weather patterns. Learning GoalsSuccess Criteria 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 and explain 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 Slide 9

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 10 Geometry: Grades 3-5 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

Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Consolidate Your Learning Slide 11 Use your graphic organizer for Success Criteria (Handout and Handout 3.1.2) to reflect on your understanding of the term “Success Criteria.” Share your ideas with a partner. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

Your Turn Develop Success Criteria using either Handout or Handout 3.2.4, which you used to develop Learning Goals in Lesson 2. Work in teams or small groups to provide feedback on the Success Criteria. Use the discussion web Handout to guide your conversation. Slide 12 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

In your TLC, discuss your current understanding of Learning Goals and Success Criteria. Follow the directions on Handout to complete the “Stand Up, Hand Up and Pair Up” activity. Consolidate Your Learning Slide 13 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel