Make success criteria visible to students through explicit explanations, think-alouds, and co-construction¶

Strategy · All strategies
Evidence · no claims cited

Description¶

To communicate learning expectations, the brief recommends that "Teachers can provide explicit explanations of the success criteria, conduct think-alouds about student work, and co-create the success criteria with students." Developing students' understanding of the success criteria helps guide their learning. In the 5th-grade vignette, the teacher reads the success criteria aloud, posts them on chart paper, and has students reference them when reflecting at the lesson's end.

Design Implications¶

Context¶

Requirements¶

• Success criteria must indicate observable actions students can demonstrate, such as explain, write, or solve

Constraints¶

Target Learners¶

• English learners in elementary classrooms

Target Learning Goals¶

• Understanding lesson expectations and self-assessing progress toward language and content goals

Related Strategies¶

• Gather formative evidence through embedded, discipline-specific tasks rather than separate tests or language assessments
• Establishing Clear Expectations
• Explicit or Direct Instruction
• Explicit Teaching
• Establishing Discussion Norms
• Use the five GAA-LS subscales to target instruction and make AI-related assessment expectations visible in assessment briefs

Examples¶

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Key Sources¶

• 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