Success criteria- being transparent about the intended learning  I discussed the huge importance of challenging, explicit goals in terms of their large effect sizes on this webpage. The clarification of success criteria is an important component in ensuring that the learning goals are understood by the learner, and that the classroom activities are designed by the teacher to comprehensively address those learning goals. The Assessment Reform Group (2002) stated, “For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer- and self-assessment.” Product and Process Success Criteria Teachers commonly use product success criteria when setting the objectives for a lesson, e.g. “By the end of today’s lesson you will know how the heart works”. Process success criteria are more detailed, task specific success criteria that guide learners whilst they are engaged in learning. Process criteria summarise the key steps and/or knowledge that the learner needs to acquire to fulfil the objectives (Clarke, 2005). They provide the detail that underpins the huge effect size (d=0.97) attributed by Marzano to the act of specifying goals. Be wary of Clarke’s final point on the value of success criteria however- “Quality comes from the teaching and feedback, not the success criteria.” Having success criteria neatly listed on the whiteboard or on a pre-printed sheet in a learner’s book isn’t enough. They need to be actively addressed through the learning activities, and the progress of students needs to be monitored throughout, with the provision of rich feedback and re-direction when errors or omissions are detected. This really useful guide (I have converted it to a PDF from its native Publisher format) is by Jo Walls from Norham CTC. She explores sophisticated use of success criteria, emphasizing the role of defining them with  learners. More info can be found on Grade Assessed Tasks The use of explicit process criteria in a differentiated way is explored on the Grade Assessed Task page. Such tasks have the potential for application in all subject areas.  
www. teach So... How do learners know what to do? Main page Evidence Myths Solutions Feedback Active Learning Philosophies Evolve e-learning Thoughts
Use the word pedagogy in conversation? If so, click here
So... So... examine the evidence So... adopt evidence-based methods So... enhance learning
Feedback Success Criteria Teacher Assessment Self and Peer Grade Assessed Tasks Dweck (again!) Challenging goals, success criteria, active learning, recognition of effort and rich feedback Rubrics Formative Tests Success Criteria