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S.C is clear and co-constructed with the learners

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S.C is clear and co-constructed with the learners

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Clear Learning Intention and SC

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Clear communication about the purpose and goal.

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Clear communication about the purpose and goal.

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Clear LI

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Learning Intention is clear: There is a what and a why part

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Learning Intention is clear: There is a what and a why part

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The learning intention and success criteria need to be known by the students

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Examplar - WGOLL

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Clarity around the LI

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Model or WAGOLL for students to refer to

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Model or WAGOLL for students to refer to

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How to assess and what to do.

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explicit teaching of how to peer & self assessment

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The skill of self and peer assessment need to be explicitly taught. Step by step

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Success criteria is best when students take ownership of their learning and co-construct the success criteria

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Feedback needs to be related to the SC

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Sharing student's work to show examples of the success criteria in action

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Modeling explicitly by teacher.

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modeling books to reflect back on

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explicitly teach and model how to self/peer assess - model what am I thinking and doing

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explicitly teach and model how to self/peer assess - model what am I thinking and doing

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Student's need to be able to provide evidence of the success criteria in their own work.

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I do, we do, you do.

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Time needs to built in for the students to have enough time to do self-assessment well.

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Students need a clear understanding of the task/learning before they can help co-construct criteria

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examples of what "xyz" looks like so they are clear on what is and isn't successful

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examples of what "xyz" looks like so they are clear on what is and isn't successful

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Celebration of where students have achieved a S.C or the L.I

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Celebration of where students have achieved a S.C or the L.I

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Ensure that the students understand what the words in the learning intention and success criteria mean

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Being able to justify

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Students understand the purpose of the learning intention - why are they learning this?

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The tricky bit can be getting the students to value the process and want to improve their work.

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Clearly worded LI and SL

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Need to designate sufficient time in your lessons to do the self/peer assessment. Be intentional with it.