TIP SHEET: LEARNING GOALS AND SUCCESS CRITERIA (Adapted From Edugains Viewing Guide)
Students’ interest in learning and their belief that they can learn are critical to their success (Growing Success p. 29).
Assessment as, of and for learning plays a critical role in teaching and learning because it provides teachers with a clear and detailed roadmap of the skills and knowledge that need to be taught. Assessment provides students with a clear understanding of what they need to do in order to show that they have learned the required skills and knowledge. The ultimate goal of assessment is the development of students as independent and autonomous learners. As an integral part of teaching and learning, assessment should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals (Growing Success p. 29).”
Learning goals clearly identify in plain language what students are expected to know and be able to do. Teachers develop learning goals based on curriculum expectations, which they share with their students at or near the beginning of a learning cycle. Through discussion and clarification, teachers and students develop a common understanding of what is being taught/learned and what success looks like. Success criteria are used to develop checklists, rubrics, exit cards, etc., that clearly identify how the learning will be assessed and what evidence is needed to show that the student has acquired the knowledge or skills (p.33)
LEARNING GOALS & SUCCESS CRITERIA
PURPOSE: What needs to be taught/learned and what success looks like to the student and the teacher.
STUDENT needs to understand what goal s/he is trying to achieve, and specific steps that are needed to achieve the goal. How will I know that I’ve learned this?
TEACHER needs to determine what needs to be taught and specific actions needed to assist students in achieving their goals. How will I know that the student has learned this?
- UNIT PLAN: using your course/curriculum expectations identify the “big” unit learning goals
- MONTHLY PLAN: break down the “big” learning goals into a manageable subset of skills
include: knowledge/understanding, reasoning skills, communications, competencies, performance, products, etc.(See Growing Success Doc, Achievement Charts p.19-25)
AS YOU ARE PLANNING, ASK YOURSELF
- What do students know, what do they need to learn?
- What do I need to do to facilitate the learning?
- How can I make success on this learning goal transparent and visible to my students?
- Will students be able to explicitly link what they are doing to what they are learning?
“Effective learning goals are based on the curriculum but expressed in a way that supports the learning needs of students. Students learn in different ways, in different increments, and at different rates. Some students need to learn in smaller increments than others; some need to “leapfrog, then circle back” (Popham, 2008, p. 28) in a non‐linear path (Edugains)“
3.WEEKLY PLAN: What do students know, what do they need to learn?
Based on your answers to the above questions, break the goals down further into “bite sized” learning goals for students
- use plain language students can understand
- conference with students to identify success criteria for each goal
- co-create individual learning goals and success criteria with students if appropriate
- success criteria should be explicit and observable
- both teacher and student should have a clear idea of what is expected
EXAMPLE: LEARNING GOAL & SUCCESS CRITERIA: (Edugains)
4. DAILY PLAN:
- Identify the knowledge and skills need to be taught
- identify what segment students will be doing that day to work on their goals
PRE: student/teacher conference: before the daily/weekly segment begins
- clarify students’ understanding of the learning goals and success criteria
- identify what steps the student can take if they are struggling with work
POST: student/teacher conference: at the end of the segment
- discuss with students the Learning Goal and whether they were successful in accomplishing it, refer to the success criteria.
- encourage self-assessment and reflection
- start a new goal or continue to work to complete the goal
EXAMPLE: LEARNING GOAL & SUCCESS CRITERIA: (Edugains)
- refer to work/behavior/ attitude that showed improvement;
- identify an area where more work needs to be done
HELPING STUDENTS TO DEVELOP INDIVIDUAL GOAL SETTING
In order to improve student learning and help students become independent learners, teachers need to make a committed effort to teach these skills and provide all students in all grades with opportunities to practise them. Teachers need to scaffold this learning for students, using a model of gradual release of responsibility for learning. The ultimate goal of the process is to move each student from guided practice to independent practice, based on the student’s readiness (Growing Success p 35)
Gradual Release of responsibility model. The teacher will:
- demonstrate the skills during instruction;
- move to guided instruction and support;
- have students share in the responsibility for assessing their own work;
- gradually provide opportunities for students to assess their own learning independently.
EDUGAINS (Ontario Ministry of Education)has a library with 6 videos and viewing guides for an indepth look at Learning Goals and Success Criteria. CLICK HERE TO VIEW: http://bit.ly/1TnIQrX
Ontario Ministry of Education (2010), Assessment, Evaluation & Reporting in Ontario Schools. Grades 1-12. GrowSuccess document.