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Indicator 1.3 - Learning Goals and Success Criteria
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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.
Students:
  • 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.

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