Success Criteria

1. Success Criteria Assessment for Learning

2. The Difference Between Learning Goals and Success Criteria Learning Goals Success Criteria Specific Concrete Describes what success looks like when the learning goal is reached Measureable • Broad statements • General intentions • Describe what is to be learned • Connect to “big ideas” and prior learning • Often not measureable

3. 2 Star & a Wish + For practice: • Identify an essential concept or skill from the Iowa Core you will be teaching. • Write a learning goal for a lesson you intend to teach that essential concept or skill. • Share with a collaborative learning team member. • Provide each other descriptive feedback in the form of 2 Stars & a Wish (2 things you really like and 1 suggestion or wish)

4. Example of Learning Goal and Success Criteria from the Iowa Core Social Studies, Geography, Grades 6-8 Essential Concept: Understand how geographic and human characteristics create culture and define regions. Big Idea: Geographers have developed regions as tools to examine, define, describe, explain, and analyze the human and physical environment. Success Criteria Examples: I can describe a region by its defining characteristics. I can explain how geographers use regional information. Learning Goal Example: Understand that geographic regions define both convenient and manageable units upon which to build our knowledge of the world.

5. Learning Goal The learning goal is like the target. It defines, for students, what learning is intended.

6. Success Criteria These are the arrows that help the learner achieve the target and demonstrate mastery.

7. The Difference Between Success Criteria and Behavioral Objectives Success Criteria Behavioral Objectives The student will use the STAR Note Taking strategy while listening to a student presentation. Students will describe the process of natural selection and why variation is important to the process. Students will memorize and recite a poem. • I can use the STAR Notetaking strategy while listening to another student present. • I can describe natural selection and tell why variation is important. • I can recite a poem from memory.

8. The use of the terms “success criteria” and “learning objectives” can be confusing. Let’s clarify them.

9. CHECK FOR UNDERSTANDINGSort each statement as a learning goal, success criteria, or behavioral objective • The student will identify the main idea in each paragraph. • I can check my prediction of the area by measuring and finding out if some of the shapes are bigger than others or if they take up the same amount of area. • The student will understand that paleoclimatologicalevidence is analyzed to reveal historical patterns of warming and cooling on the Earth.

10. Summary of research by Shirley Clarke, often described as a foremost authority on the practical application of formative assessment. The aim is for children to ask “What are we going to learn?” rather than “What are we going to do?”.