In my past 4 Steps to Sequencing Learning - Number 3 Might Surprise You post, I outlined how to examine standards and plan a sequence of learning that will help students advance through the skills and concepts required for mastery. The next step in this backwards design process is to determine the learning intentions. In the post, Learning Intentions: Wide or Narrow Focus, I discussed how the learning intention (target, outcome, and other synonyms) help the learner understand the purpose and desired outcome of their learning. This the learning destination. While we are still at the planning table, preparing for the next unit, our collaborative TBTs (teacher based teams) will need to determine the turn-by-turn steps that the students will need to take to arrive at mastery; the success criteria.
Can your students answer this question? How will you know you are successful? Success Criteria help students regulate their learning by letting them know the end goal for the days lesson. Success criteria, though, is more than just a task. A non-example: I know I am successful when I can complete page 240.
Simply put, success criteria are the indicators or landmarks on the way to mastery. What will the students think, make, say, do, or write to show they are progressing towards mastery? Success Criteria should be measurable, observable, and provide a means for students and teachers to track progress towards the goal of mastery. Success criteria allow for teachers to provide feedback that coaches the learners to mastery.
Success Criteria can be communicated in multiple ways:
- I can statements
- Rubrics
- Exemplars and Models
- Worked Samples
Success Criteria
Let's see some examples: