Karen Sermanni

Primary Teacher

All Saints Primary

  • Assessment For Learning

Modelling Success Criteria in the Classroom

Rationale

Through a discussion with the other probationers in my group, both primary and secondary there was an agreed consensus in the group that in most of our classes at some point, we have conducted a lesson and given a learning intention, success criteria, a discussion and great ideas from the children and finally, given them an exemplar to help assist the learning. The exemplar is always deemed a necessary teaching tool and John Hattie discusses this about the helpfulness of this in his work on learning intentions and success criteria (Hattie, J. 2015). We have all seen that when given an example, many children will then just copy the example, regardless of the length of discussion prior and the greatness of the ideas coming from the children.

Therefore, for our practitioner enquiry we decided to look at what happens to the children’s work when no visual stimulus is given. We are looking to see if providing the learning intention, success criteria and a full discussion of what is required is enough for the children to apply their skills and meet the learning intention on their own. Based on previous research, Shirley Clarke has advocated in her research that children require stimuli and examples of good work to help them achieve the goal, we are therefore looking to see if this is indeed necessary. (Clarke, S. 2014)

Aims

The aims of this practitioner enquiry was to see if a stimuli or exemplar is always required for children to meet the learning intention or if the learning intention can be met with discussion and success criteria only.

Download Practitioner Enquiry