Success Criteria
Sharing and Negotiating Success Criteria
By referring to the success criteria, pupils know if they have achieved the learning intention.
In AfL, success criteria:
- Are linked to the learning intention;
- Are specific to an activity;
- Are discussed and agreed with the pupils prior to beginning the learning activity;
- Scaffold and focus pupils while they are engaged in the activity
- Are used as the basis for feedback and peer and self-assessment.
Creating Success Criteria
When creating the success criteria, it is important to focus on process and characteristics rather than the final effect. A good example of success criteria is shown below;
Learning Intention: We are learning to write a narrative.
I will be successful if I:
- Set the scene in the opening paragraph;
- Build up tension/suspense;
- Use spooky adjectives and powerful verbs;
- End with a cliff hanger.
How to Share Success Criteria Model the process for them - help pupils understand the value and purpose of success criteria. You may initially want to create success criteria yourself and then simply discuss them with your pupils. By taking a piece of work (perhaps from another class), you and your pupils can use it to draw out essential features, qualities and aspects that meet its success criteria.
Putting the criteria into child-friendly language - however, success criteria needn’t always be in written form. You can use images (for example digital pictures or different stages of an experiment/practical activity) to illustrate the process.
Allow time to discuss the criteria - Plan time to discuss and negotiate success criteria with your pupils. This will provide them with a clear understanding of what is required prior to undertaking the activity.
Letting the pupils work in groups to practise creating and using the criteria - Allowing pupils to work in groups to prioritise and agree success criteria will give them an opportunity to contribute and gain experience with the process while benefiting from a sense of safety in numbers.