North Wales Team 1
Three teachers had shared success criteria so learners know exactly where they are going and how to get there. They can measure their success and identify how to improve next time.
Four teachers had co-constructed success criteria with students using various strategies. Modelling what a good one looks like helped students to self-evaluate and has improved their confidence and self-efficacy. This led to engagement and ownership and raised awareness of the different steps in their learning. They now don’t ask for as much help as independence is developing.
Four teachers were decontextualizing learning intentions which has made teachers more thoughtful about their intentions. Learners can now transfer the skills to other situations and contexts.
North Wales Team 2
All teachers had used success criteria, with must, should and could, created by debate in classes over examples given, either excellent examples or good compared to bad. This was pupil-led so they had ownership over the learning and the assessment.
Pupils guess the learning objective from the lesson starter.
All teachers had used the marking criteria from the GCSE syllabus to create success criteria. Having mid lesson pit stops to review these helps children reflect and self-regulate. Assessment is now based on the criteria. Children were also asked to assess their own work against the exam marking system. They were asked how they could improve their work to get higher grades.
It was recognised that their own targets could be integrated into success criteria.