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Success Criteria Assessment for Learning. The Difference Between Learning Goals and Success Criteria Learning Goals Broad statements General intentions.

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Presentation on theme: "Success Criteria Assessment for Learning. The Difference Between Learning Goals and Success Criteria Learning Goals Broad statements General intentions."— Presentation transcript:

1 Success Criteria Assessment for Learning

2 The Difference Between Learning Goals and Success Criteria Learning Goals Broad statements General intentions Describe what is to be learned Connect to “big ideas” and prior learning Often not measureable Success Criteria Specific Concrete Describes what success looks like when the learning goal is reached 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) + Big Idea: Scarcity and economic trade-offs are essential to all economic activity. (Econ 1) Learning GoalSuccess CriteriaFA Strategy Understand the differences between producers and consumers in a market economy. I can:  Identify examples of producers within our local area.  Define consumer and identify characteristics of consumers  provide examples of how producers and consumers are affected by the market economy Understand the ways goods and services are produced and distributed. I can:  identify methods of distribution in today’s global economy  explain the methods people and governments use to produce goods and services  identify and explain the affect resources have on the production of goods Understand the influences that affect personal economic choices. I can:  explain how limited resources create the need for choices.  identify costs and benefits of a choice.  identify and evaluate incentives.  analyze choices and predict consequences.

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

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 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. 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.

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

9 CHECK FOR UNDERSTANDING Sort 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 paleoclimatological evidence is analyzed to reveal historical patterns of warming and cooling on the Earth.

10 THE AIM IS FOR CHILDREN TO ASK “WHAT ARE WE GOING TO LEARN?” RATHER THAN “WHAT ARE WE GOING TO DO?”. Summary of research by Shirley Clarke, often described as a foremost authority on the practical application of formative assessment.


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