The Curriculum for Excellence sets a focus on allowing assessment to provide a consistent representation of a child or young person’s progress and achievements throughout their formal education (Scottish Government, 2011). The chosen assessment process should complement the learning intention of the pupil’s experiences, as well as allowing them to do so in a way which best suits their preferences. The success criteria (the actions that should be taken to achieve the learning intention) should also be shared with the pupils.
In recent findings, it has been suggested that ‘Assessment for Learning’ strategies such as formative assessment, self and peer assessment and discussing both the learning intentions and success criteria are key features of teaching and learning (Crichton & MacDaid, 2015). In connection with this, Lock and Latham (2002) suggest that modelling the success criteria within lessons gives the pupils a goal to work towards.
The Curriculum for Excellence (2013) was designed to allow children and young people the opportunity to think creatively, however can they successfully do so if we, as teachers, are modelling how they should learn? The aim of this enquiry was to investigate what effect modelling the success criteria had within the classroom.