1 / 19

Assessment for Learning (AfL) Sharing Learning Intentions & Success Criteria

Assessment for Learning (AfL) Sharing Learning Intentions & Success Criteria. Learning Intentions and Success Criteria. “What classroom practice are managers looking to observe surrounding the use of learning intentions and success criteria?”. What classroom practice are managers looking for?.

alade
Download Presentation

Assessment for Learning (AfL) Sharing Learning Intentions & Success Criteria

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Assessment for Learning (AfL)Sharing Learning Intentions & Success Criteria

  2. Learning Intentions and Success Criteria “What classroom practice are managers looking to observe surrounding the use of learning intentions and success criteria?”

  3. What classroom practice are managers looking for? Teacher knows how to ‘state, share and show’ learning intentions Teacher designs and explains activities that enable the student to learn what we want them to learn – practical use of the 7 design principles of CfE Teacher and student work out success criteria together Pupils self/peer assess on an ongoing basis against the success criteria Pupils identify next step(s)

  4. 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) Learning Intentions ‘What’ and ‘Why’ Success Criteria ‘How to recognise success’

  5. 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 • Focus on transferable skills

  6. Sharing Learning Intentions • Identify what pupils will be learning. • 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 these in language that pupils can understand. • Revisit the learning intention throughout the activity/lesson.

  7. Skills • Knowledge and Understanding • Reasoning (mainly problem solving in its broadest sense) • Products • Focus on transferable skills when possible What Is the Learning? • These are skills that learners can use in other contexts. This: • helps learners to make connections across the curriculum, • helps them recognise when they are using similar skills in unfamiliar contexts and • makes achievement of learning intention possible for all abilities (it’s the extent to which pupils achieve or demonstrate the intention that will vary).

  8. Defining the Learning Intention • Simple Examples: • - work effectively in groups • - use evidence to draw conclusions • - identify odd and even numbers

  9. Defining the Learning Intention cont. • Learning Intention: What are we learning? • - To write an effective characterisation. • Context: Vehicle for the learning • - Friendship • Activity: What are we doing? • - Write a description of your best friend.

  10. Getting the Learning Intentions Right!

  11. Tips: Using Learning Intentions Effectively • Separate the learning intention from the activity instructions • Discuss with pupils why they are learning it • Use child-friendly language (and/or ensure children have the language of learning) - ‘We are learning’ rather than ‘doing’ • Make it visible (display) • Allow time for discussion with pupils

  12. Success Criteria Success Criteria ‘How to recognise success’ Learning Intentions ‘What’ and ‘Why’

  13. Why Are Success Criteria Important? • Improve understanding • Empower pupils • Encourage independent learning • Enable accurate feedback • Quality assessment is totally dependent on the use of success criteria

  14. 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

  15. Effective Success Criteria… • are linked to the learning intention; • are specific to an activity; • are measurable; • are discussed and agreed with pupils prior to 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-/self-assessment.

  16. Effective Success Criteria cont.

  17. Additional Examples

  18. Benefits for Pupils(Findings from Teacher Researchers) ‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’ ‘We have given children the vocabulary to discuss their own work.’ ‘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!’

  19. Benefits for Teachers(Findings from Teacher Researchers) ‘I’m more sensitive to individuals’ needs/achievements.’ ‘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.’ ‘Relationships between teacher and pupils are warmer and more positive.’ ‘My planning is more effective/focused/ thoughtful.’

More Related