Cardiff
Success criteria had been coconstructed on the whiteboard. Children are now more aware of what is needed in their own writing.
Children score themselves against the criteria using points instead of ticks and are able to set their own targets. They are able to refer to them when assessing their work.
Children can explain to others how they got answers using the steps and are able to see a good example and what is included.
Anecdote
“In pupil voice at school, children commented that they couldn’t mark their work against success criteria straight after writing it as they weren’t able to spot their mistakes, so now they assess the next day.”
Norwich
Four teachers had co-constructed success criteria, which was found to be time consuming but very valuable in English writing. Success criteria were displayed centrally rather than in children’s books.
Using children’s books from previous years had been used as a stimulus for discussion – what makes an effective piece of writing?
ICT had provided the steps to success in maths.
Children had created their own success criteria for a poem. They felt inspired, confident and as a result produced writing of a higher standard than usual.
Looking at excellent examples had produced success criteria. Lots of drama and exaggeration. Pupils’ perceptions are positive ‘I like it when we do a pretend one. Miss E will do a bad example and Mrs. A will do a great one. I like telling the adults what they could do better during the role play.’
Teachers had followed Pie Corbett’s advice of focusing the writing on the impact on the reader so lots of elements of good practice were brought together. Misconceptions were able to be addressed.
Teachers said that A4L had a sharper focus. Children feel motivated to share and are relaxed, comfortable, confident and able to reflect and identify their next steps.