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A 5 minute guide to Learning intention & Success Criteria, what is…
A 5 minute guide to Learning intention & Success Criteria
success criteria
Success Criteria define the evidence needed to assess whether the students have achieved the learning objectives or not.
The Role of Success Criteria in Assessment
The main purpose of the success criteria is to support assessment and feedback. It is not enough for a teacher to ask "have you learn this" and accept "yes" as an answer. It should be evaluated by evidence and success criteria can make clear what evidence should be.
A useful acronym is WILF:( ‘What I am Looking For’).
Different forms of success criteria
‘I can…’ statements
Structuring success criteria as "I can" statements uses action verbs to clearly demonstrate student learning. Unlike learning intentions that focus on knowledge or understanding, success criteria specify what students must show to meet learning goals. This clarity helps both students and teachers easily recognize success, as it outlines the evidence of learning required.
Example
I can draw a labelled diagram of an atom, showing the arrangement of the three sub-atomic particles which make it up
Key Features
Rather than writing " I can " statements, they are better written as key features. Because it will be aligned with " be able to.." learning intentions.
Example
Learning intention could be : Be able to present data in a table
so the success criteria could be :
1.It has two columns
Each heading has correct unit
Each column has an appropriate heading
Confusing Learning Intentions and Success Criteria
Example of a incorrect learning intention : be able to define & describe deforestation ( the following learning intention includes success criteria )
A better learning intention could be : understanding
what is 'deforestation'.
possible success criteria could be : i can describe definition of ' deforestation'
i can describe three causes of ' deforestation'
what is learning intention about?
Learning Intentions are statements which outline the purpose of lesson in relation to what students will learn. It should be clear what students are going to learn from the lesson rather than how they will achieve the lesson.
A useful acronym used is WALT ("what we are learning today")
Example
We are learning about the structure of an atom, specifically to know about the sub-atomic particles which make up atoms
Communicating learning intentions
It is crucial that learning intentions are well communicated with students. A good approach involves sharing the intentions both verbally and visually. However, some schools instruct copying, but it's a waste of valuable learning time plus it's not beneficial.
Revisiting learning intentions
revising learning intentions during the lessons help the students to reflect on their learning progress. By the end of the lesson , the pupil would master a new concept or a task they couldn't do before , ensuring that every lesson contribute to their learning