Together with learning goals, success criteria form the foundation for all other assessment practices.
‘I want to simplify the process of assessing my students! How do I begin?’
In your classroom, do students know what they are trying to achieve, both in terms of the big picture and the details?
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?
Has this scenario ever happened to you? “I know this student understands the concepts. We talked about it; the student showed me how the model works but on the test this student did poorly! Why is that? That doesn’t make sense! What do I do now?”
You’re probably thinking about the school year ahead – perhaps making plans, or reflecting on how you did things last year, and what you can do this year to improve.
What if we change the way we look at planning learning?
So, how exactly do the words “for”, “as”, and “of” relate to the different purposes of assessment?