Key Success Indicators

Teacher indicators:
  • Uses clearly defined and well communicated Learning Intentions and Success Criteria that inform students what they are learning, what the task is asking them to do, and what they need to include in their work to be successful.
  • Uses a variety of questioning prompts to promote student thinking about their learning (meta-cognition).
  • Involves students in formulating their own success criteria- promoting students to think individually and in small groups about what they need to include in their own work to be successful.
  • Teacher clearly communicates feedback in a manner the students understand. The students are familiar with the language and meaning of the teacher’s feedback.
  • Feedback both oral and written is directly related to the main aim or task of the lesson.
  • Feedback highlights successes and directs students’ to next learning steps.
  • Teacher involves students in assessing their own and peer’s work and promotes learning conversations around this.
  • Teacher initiates learning conversations with students and between students, observing and recording evidence of student learning.

Student indicators:
  • Students can articulate what is required of them and what they need to include in their work to be successful (motivated and feeling positive about task at hand)
  • Students’ questions show evidence of meta-cognitive thought processes. (Seeking further meaning)
  • Students can comprehend their feedback and communicate their next learning step.
  • Students can provide peer feedback based on success criteria.
  • Students can self-assess against a success criteria and comment on strengths and areas of growth.


Bibliography
  • Black, P. & William, D. (1998). ‘Inside the Black Box: Raising Standards Through Classroom Assessment’, Phi Delta Kappan 80 (2), 1-8.
  • Clarke, S. (2001).Unlocking formative assessment: ‘Practical strategies for enhancing student learning in the Primary Classroom’. Hodder Education.
  • Hattie, J. & Timperley, J. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
  • Miller, D. & Lavin, F. (2007). 'But now I feel I want to give it a try': //Formative assessment//, self-esteem and a sense of competence. Curriculum Journal; 18 (1) 3-25.
  • Pryor, J. & Torrance, H. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory. British Educational Research Journal, 27 (5), 615-631.
  • Robson, C. (2002). Real World Research: ‘A resource for social scientists and practitioner- researchers’. Blackwell Publishing.
  • Sadler, R. (1998). ‘Formative assessment: revisiting the territory’. Assessment in education: Principles, Policy & Practice, 5 (1), 77- 84.