I have also learned that when someone asks "why" they are usually genuinely curious OR they are trying to get me to think about what I am doing. It has taught me to always ask myself why.
I have brought this up because one of the things that has come up a lot recently is the discussion of comparing learning goals (LGs), success criteria (SC), and task requirements. It can be easy to write a a statement that may not clearly fit into one category or the other. But it is also important to try to understand and recognize the difference.
Here is my understanding of each:
LGs are statements that describe what a student should know and do that is specific to a lesson or set of lessons. In Ontario this will often be based directly from the overall expectations of the curriculum.
SC describe what the learning will look or sound like when the student is meeting expectations. They should be based on agreed upon statements formed with a course team but when employed in class may often be co-constructed with the students.
Task requirements are things that a student is asked to do that does not fall under that course's expectations but are necessary to help the teacher focus on evaluating the learning without distraction. These can not be evaluated but a students may be asked to resubmit work when they are not used/followed.
I will be the first to admit that through my journey this year there are times where these things were misused or mixed up. This exploration has allowed me to gain a much better understanding of them and why they are important and have forced me to rethink the what, why and how of my classroom assessment.
Through my use of overarching learning goals, learning maps, learning goals, etc I am hopeful to be able to spend more time giving feedback in the future and less time giving grades. By continuing to build my assessment literacy I can continue to build my students assessment literacy.
My hopes for the future include students who...
- take ownership of their learning
- can self- and peer-assess
- question what we do and why we do it (purposefully)
- enjoy class more
- focus on and prioritize learning not marks
- bring focus to all classroom tasks and evaluations
- shorten written evaluations
- grade less
- discuss more