Collaboratively Developing Students’ Understanding of Success Criteria: Introduction (Part 1)
When you read the title of this post, did it affirm your thinking or did it evoke a sense of questioning…’But how do I do that?’
Changing how we think about assessment – Teaching students how to learn
“…the most empowering and loving thing we can do is help students learn how to learn for themselves.” (Jackson, 2009)
Changing how we think about assessment – Becoming partners in learning
Who decides what is being assessed, when assessment happens, what criteria are being used to determine progress, and what the format of the assessment will be?
Collaboratively Developing Students’ Understanding of the Learning Goals (Part 1)
You’ve heard the phrase making thinking visible. Observing, listening to and conversing with students about their meaning-making is essential. But, in order to do this effectively, what needs to be in place?
Reflecting Back, Moving Forward: The Importance of Defining Criteria
Sometimes significant professional insights come from snippets of lived classroom moments. One moment can change you! It did for me.
Learning Goals and Success Criteria: How to Craft Them
It’s tempting to pick an expectation and to ‘turn it into a learning goal’. However, if we’re going to invite students to be active in their learning (to own it!), we need to go beyond telling them what the goal of ‘today’s lesson’ is.
Success Criteria: An indispensable condition for improvement
Together with learning goals, success criteria form the foundation for all other assessment practices.
The Assessment Loop: Merging Assessment and Instruction
‘I want to simplify the process of assessing my students! How do I begin?’
Learning Goals: Essential to Learning
In your classroom, do students know what they are trying to achieve, both in terms of the big picture and the details?
Changing how we think about assessment – Fostering a positive learning environment for all
It’s late August and a charged silence of anticipation hangs in classrooms across Ontario – but not for long! As students flick the switch and energy floods into the learning spaces, how will students, from the very young to those approaching adulthood, perceive their place within this learning environment?
