Developing a common understanding of expected learning helps all students succeed, not only those with school-aligned prior knowledge¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Teachers' intentional effort to build a common understanding of learning goals, success criteria, and task elements helps all students be successful rather than only those arriving with school-aligned prior knowledge and experiences. → Jones 2024

Evidence¶

Jones 2024¶

Jones, B., Faulkner-Bond, M., Blitz, J., & Garcia-Arena, P. (2024). Accelerate Success for English Learners: Formative Assessment Support for Integrated and Meaningful Language Learning. Region 15 Comprehensive Center, WestEd. https://eric.ed.gov/?id=ED673604

q1 · i? · design · r1

The brief asserts, citing prior research (Pryor & Crossouard, 2008, in an endnote), that "teachers' intentional effort to develop a common understanding of the expected learning" benefits all students. No study design, sample, or effect size is reported in the brief itself.

"Research has found that teachers' intentional effort to develop a common understanding of the expected learning, e.g., the learning goals, success criteria, and elements of student tasks, helps all students to be successful"

Studies bearing on this claim¶

Does making the intended learning explicit to learners help them, and do learners register when it is missing? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 3 distinct studies (1 design, 1 causal, 1 review), q1–q3, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Self-assessing against a rubric improved the quality of student work in two non-randomised studies, one of which also found more stress and performance-avoidance — related
• Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning — related
• Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation — related
• Early realization of a shared object/motive bonds adult course participants into a quasi-community — related