Module 3: The Top 3 - Using Criteria and Samples

Module 1: Using Samples for Quality and Success

Assess: the latin root is ​to sit beside

The process of sitting beside oneself, having a guide to the next instructional steps, the teacher
deeply involves the students and they both work together.

Evaluate: root is ​value

The process to judge and value is normally summative at the end of a learning task and is done
by the teacher themself.

An important aspect is to ​co-create the criteria

Samples can:

● Allow students to picture quality with the end goal in mind. How does triangulation get
them there?
● Teachers and students co-create the criteria
● Students can self-assess and determine specific next steps
● Teacher can identify mini-lesson focus
● Parents when involved can understand what quality is, what it looks like over time, where
the learners are going over time and how to support those learners.
1. Are they involved in the assessment process?
2. Is there a clear learning destination?
3. Are they preparing evidence of their learning and collecting it?

The Gradual Release of Responsibility:

Teacher shows samples of writing that matches criteria for where students should be heading
Student in a group setting or small groups, look at samples as well and compare pieces of
evidence to get a sense of what they should be looking for
Students on an individual basis use their own language for the descriptions of criteria. Look for a
match on one or two criteria and then ask what else they could do to improve upon it.
Students assess the writing of others.

Steps for Criteria in Reading

Teacher has a criteria list of what makes a Good Reader - Average Reader - Developing Reader
They then go through and see what they agree with and do not agree with.
Make changes as a class

They then use examples from other students to compare to the criteria and whether or not they
were considered to be a Good/Avg./Developing reader

Follow up with post-it notes of things that they do that make them a Good/Avg/Developing
reader

Module 2: Co-constructing Criteria for Success

Co-constructing the criteria allows students to become involved in peer and self-assessment and
knowing what is required; allows them to understand proof of learning for pieces of evidence
that they create and allows them to communicate their learning easier as they have a better
understanding of what is being asked of them.

The more feedback that they are able to get the better and deeper the learning. Feedback allows
students to:
● Focus in on their strengths
● See what strengths are and areas that need to be improved
● Info gives them the keys to make adaptations and get better
● Timeliness and gives them the skill to give themselves feedback when they need to

Four Elements of Co-constructing Criteria:

1. Brainstorm
2. Sort and Categorize
3. Make and post a T-chart
4. Use it & Revise it

Why co-construct criteria? Gives the students a better picture of quality and what to strive for;
Learners confirm, consolidate and integrate new knowledge; Scaffolds future learning;
demonstrates quality; Understand the language around assessment for themselves and others.

Criteria Example for snow at school: ask the students to come up with a list of things that they
should pay attention to outside in regards to behaviours (​Brainstorm, Sorted Ideas, Made
T-chart).​ When they come back in give students a sticky note and ask them to put their name
beside something that they did well (​Self-assess)​. Then ask them with another sticky note to add
their name to an area that they will work on for the next recess or next time it shows (​Set goals)​.

How have we “bloomed” this year? Perhaps on the 100 days of school.
Students go back to their desks and write down some things that they feel that they did well and
learned.
Share reading with their elbow partner.
What advice would you give to somebody coming into this grade? What things helped you to
bloom in reading, writing, math, art, gym . . . ?
What is something that you want to get better at?
**students create their own targets and not only what they learned but what helped**

Module 3: Evaluation & Reporting

TEachers professional judgement is more reliable than external tests because they engage in
students work, co-constructing criteria and check for inter-rater reliability.

If a student isn’t handing in work, it’s not about their learning. It’s about their learning habits and
we can attend to those in a different way.

When it comes to evaluating:

1. What does the student know, what can they do and what can they articulate?
2. What areas require further attention and development?
3. How can their learning be supported by the teacher?
4. How are they progressing in relation to the standards?

Progress-folio and Samples for Before & After

W.A.L.L

Words:
● Spelling and grammar is correct
● Punctuation is correct

Accurate
● Information is accurate (facts are correct)
● You have sufficient info.
● Info is on topic
 ● Your main idea is stated
● Pictures enhance or illustrate the info

Language
● Main idea is clearly stated
● Language is clear
● Info is written in a clear manner
● Info is to the point
● Meaning is clear

Layout
● Creative
● Eye catching
● Colourful
● Attention grabbing
● Etc.

Have you hit the target?