these goals. Teachers use a variety of strategies to share and clarify the learning
goals with students before, during, and at the end of the learning, depending on the
nature of the learning goal. The time taken to clarify with students precisely what
they are learning, and to employ strategies that build a common understanding of
the learning, leads to improved learning and helps to develop independent learning
skills. The process of sharing and clarifying learning goals builds a common
understanding of the learning. It helps make the learning explicit and visible to
students and answers the question “Where am I going?” When students have
clarity on what they are supposed to know, understand, and be able to do at the end
of a given learning period, they will be better able to judge where they are in
relation to where they are going.
Criteria are the characteristics or attributes of a student’s product or
performance that demonstrate the degree to which the student has achieved the
expectations. Success criteria describe those characteristics or attributes in a way
that is meaningful to students. Whereas learning goals help students identify and
understand what they are expected to learn, success criteria provide the tools for
students to monitor their progress towards achieving the learning goals. Hattie and
Timperley (2007) identify three questions to guide student learning: “
Where am I
going?”, “How am I going?”,
and
“Where to next?”
While learning goals help
students answer the question “Where am I going?”, success criteria help students
answer the question “How am I going?” Both teachers and students benefit from a
clear understanding of what constitutes success. Students use success criteria to
make judgements about the quality of their performance. Criteria describe what
success “looks like”, and allow the teacher and student to gather information about
the quality of student learning.
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