Transcript Success Criteria

Process Success Criteria for Girls
Assessment for Learning
• Assessment for learning: Using the teacher’s
assessment of pupils’ performance to inform
planning and future teaching.
• Involving the children in this process to
ensure that they really understand.
Success Criteria
Planning success criteria makes planning the activity
easier, because the criteria form the essential
ingredients for modelling and teaching. Children are
therefore able to:
•ensure appropriate focus;
•clarify understanding;
•identify success;
•determine difficulties;
•discuss strategies for improvement;
•reflect on overall progress.
Learning Objectives,
Activities and Success
Criteria
• Learning Objectives:
“What are we going to learn?”
• Activities:
“How are we going to learn?”
• Success Criteria:
“How do we know if we have succeeded?”
Different Types of Success
Criteria
• The success criteria is a statement of what the child
will be able to do if they meet the learning objective
• It should also be linked to an age-related example
which children can attempt to show whether they are
successful
• The process success criteria are the steps which
could help the child achieve the learning objective
Process Criteria:
“What steps do we need to take to reach success?”
Process Success Criteria
A set of criteria written to guide pupils
through the learning process in
mathematics, in order to support and
develop their understanding of the concept
and achieve the learning intention. The
best criteria will relate to learning as
opposed to task instructions and include
examples of what the pupils have to do.
Simultaneous
Equations
Find the values of x and y that satisfy both the
equations
3x + 2y = 22
x = 29 – 5y
Simultaneous
Equations
Have a go at this:
Find the values of x and y that satisfy both the
equations
9 = 5x + 2y
x = 3y – 5
Simultaneous
Equations
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Process criteria
substitute the value of x into the other equation
multiply out any brackets
collect like terms – collect all the y together
make sure all numbers are on one side and letters on
the other – isolating and calculating the y value
substitute the value of y back into one of the equations
calculate the value of x
check that the value for x and y solve both equations
Simultaneous
Equations
Was it easier to answer the question with
the steps of the process outlined for
you?
Effective Process Success
Criteria
Effective criteria will:
• Be written to support understanding
• Include examples
• Be short
• Be clearly laid out and visible
• Relate to the learning and not the task
• May be different for different children
Effective Process Success
Criteria
Effective use will be when pupils:
• Know their purpose
• Use as and when they need to, either to:
- support learning
- act as a reminder
• Use as a check
Impact of success
criteria for Girls
• Children get better at generating success
criteria
• Children begin to identify a ‘good piece of
work’
• Children automatically start to mark their own
work against the criteria
• Girls achieve better because they are able to
access the success criteria
• Children gradually take ownership of criteria
and their learning
• Highlight the success criteria which are most
important
• Pin down individual steps as focus for
improvement
• Girls are more able to work independently
• Teacher assistants are more focused on
what is appropriate
Grid Multiplication
Barriers
• It is important not to become too rigid when using
process success criteria. It may turn some of the
children off learning if they have to follow each step
of the process, especially more able children.
• Some children may become over reliant on them,
and therefore unable to function when not given a
set of process success criteria.
• It does not lend itself to all areas of mathematics, so
trying to impose it in every lesson would be counter
productive.
• Teachers need to have good subject knowledge to
be able to identify the steps in learning.
Summary
• If the use of process success criteria is to work,
assessment for learning needs to be well established
in school.
• The end goal is about the learning and the links in
learning, so children need to understand that
ultimately they need to work independently without
relying on the steps in place.
• If higher ability children don’t need to use process
success criteria, teachers should ensure that they are
still able to explain methods and strategies, which
promotes the use of vocabulary.
Summary
• The implementation of the use of process success
criteria in maths should be supported by the senior
leadership of the school. This will ensure that time is
given to allow the mathematics subject leader to
discuss with and support other teachers.
• There is no one fixed model to implementing the use
of process success criteria in mathematics. Schools
should apply the elements flexibly and develop them
to fit their school situation. Each school should agree
on certain ‘non-negotiable’ elements, e.g. format,
name etc to promote and ensure consistency.