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The Question:
How are we to guide the students in creating unique and rigorous success criteria that can be used to evaluate their projects?

The Problem:

The command terms-Basic(3-4), Appropriate(5-6), Detailed(7-8)- are used in the grading criteria(A: ii) to guide us in assigning grades yet they are not clearly defined.

The Task:

1. Read the info in this column below.

2. Discuss with your group how you would define or explain each command term.

1. What is it that each word is trying to define in terms of the students success criteria?

3. Add a post under each term summarizing your groups thoughts.(in the columns to the right)

1. Bonus pints if you include examples.

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STATE and PRESENT are command terms defined in our new assessment criteria as:

State:
Give a specific name, value or other brief answer without explanation or calculation.

Present:
To offer for display, observation, examination or consideration.
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All command terms seem not to be created equal. These three are the differences in grade band but are not specifically defined like the others.

Here is how our new assessment criteria delineates the grade bands for student success criteria:

1-2  states their intended product

3-4  states their intended product and presents basic success criteria for the product

5-6  states their intended product and presents multiple appropriate success criteria for the product

7-8  states their intended product and presents multiple appropriate, detailed success criteria for the product

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Simple explanation of the task. Description of what you are doing but not with a lot of details. One criteria given.

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Group 7: Listing the physical outcomes and/or specification but not clearly connected to research. 

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Group 7: Listing the physical outcomes and/or specification but not clearly connected to research. 

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Ex: Student describes in several bullet points how they want their handbag to look with some physical details. The success criteria lacks research/rational to back up why that would be good a choice.

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* All criteria are highly relevant
* Reflecting research
* Clearly explained/defined

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Multiple appropriate criteria, but not very detailed. A few aspects being considered.

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Minimal form and function for the success of the product.

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Minimal form and function for the success of the product.

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Group 7: Success Criteria Research Based

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Group 7: Success Criteria Research Based

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The research informs the desired outcome of the product. The reasoning is lacking.

Ex: An animal themed handbag is desired by many people according to Australian Consumer Reports.

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Criteria are both relevant and specific to the product
The criteria is explicitly informed by the research conducted

Example
'Use of complementary colours while also considering value in the composition and perspective

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States more than one relevant criteria.
Most of the criteria are clearly connected to research

Example

'Use of complementary colours'

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Some criteria are not relevant to the product.
Criteria is loosely or inconsistently connected to research

Example

'Pleasing colours'

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* Some but not all criteria relevant
* Some connection to research
* Criteria are stated but not clearly defined. (Some explanation)

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How many criteria can be considered as "multiple"?

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How many criteria can be considered as "multiple"?

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- See the wider importance of a particular criteria when thinking about the success of the product.
- Give an example to the students where you show the different "levels" of criteria.

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Specific criteria, with sub-strand descriptors, derived from high quality relevant research.

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* Some, but not most criteria are relevant.
* Minimal or no research
* Stated but not defined

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The research, which can take many forms, is logically explained. Student makes clear how the research informs the criteria that they have developed and why it makes sense within the context of their product.

Ex: A student explains that their Australian armadillo design bag, is a relevant criteria for their project because...(you get the idea).

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A range of relevant and concise criteria with details of form, function and design specifications of a successful product.

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This level is better than basic because the inclusion of more description applies to more functions and forms of the product which show a wider description of success.

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This level is better than basic because the inclusion of more description applies to more functions and forms of the product which show a wider description of success.

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Find a successful product similar to yours. Compare and investigate why is it successful? What can you use when doing your product.

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Do the students need sub strands in their criteria?

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Do the students need sub strands in their criteria?

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Appropriate criteria with some descriptors, based on some research conducted.

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Multiple criteria, based on extensive research.

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A range of relevant and detailed criteria, which describes the expectations with varied strands. The criteria could include form, function, impact on audience, manufacturing details, impact on the environment etc.

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The details are supported and informed to product success at a level of detail which supercedes basic and appropriate.

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The details are supported and informed to product success at a level of detail which supercedes basic and appropriate.

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It is good if the criteria are multidimensional, informed by different source types and the students are also studying examples "in real life" of products similar to what they would like to create.

I also think it is good if the research question / inquiry question, the goal and the success criteria all have connections with each other.