Indicator 1.3 - Learning Goals and Success Criteria
Students and educators build a common understanding of what students are learning by identifying, sharing and clarifying the learning goals and success criteria.
At the school:
Shared understanding of assessment for, as and of learning is built.
Inclusive and common instruction and assessment language is used across classrooms.
Assessment and instruction are collaboratively designed to ensure a clear understanding of the learning goals and success criteria.
Collaborative development of common assessment tools (e.g. success criteria to inform rubrics) and practices support consistency of practice in and between grades, divisions, departments and courses.
Data and information about professional learning are collected on a regular basis throughout the year to ascertain the impact on instructional practice, student learning and professional learning needs.
In the classroom:
Learning goals and success criteria identify the intended student learning, based on the knowledge, skills, concepts and processes from the Ontario curriculum, including the achievement charts.
During the learning, students and teachers co-construct the success criteria linked to learning goals.
Learning goals and success criteria are expressed in language that is meaningful to students.
Learning goals and success criteria are open to review and revision.
Describe what they are learning, the purpose of the learning and what it looks like.
Co-construct success criteria linked to learning goals.
Articulate their understanding of the learning goals and the success criteria that will be used to assess their arning.
Participate in the development of their individual learning goals.
Use the learning goals and success criteria to assess and improve their own learning.