Kettle Moraine School District, Wisconsin
Students were given targets which were reflected upon during the day, linking real life to the abstract.
Targets had also been posted in pupil notebooks and on the board. In one classroom children would remind the teacher if she forgot to display this.
An ‘Earth Day’ focus was broken down more explicitly this year and the student results were better.
One teacher worked with a student who lacked motivation in reading. She created a list of criteria and then checked off his achievements. The student was motivated to read to achieve his goals. He used the targets to improve his reading.
Another teacher created a checklist for adding decimals, asking children what they would need to do to be successful. This brought awareness to the process of adding. The teacher can refer back to the criteria and the students are more reflective about the process.
Poetry criteria had also been created, with the criteria been used for self and peer assessment and to check as they were creating. They saw how the criteria can change their writing for the better.
In a science lesson the teacher modelled a response then students compared their work with the model for missing components or what they were doing well. Students’ responses became improved and stronger. They are more critical of their work and future response improved.
Tunbridge Wells, Kent
Success criteria were quite embedded, evidenced by children being able to refer back much more easily to what they have missed and what they have achieved.
All teachers were getting children to generate the success criteria. Peer assessment is now more successful because the learning process is clearer.
Teachers are using the visualiser more effectively for mid lesson learning stops to model excellence and generate success criteria, which again helps improve self and peer assessment.
Marking has become more focused.
Kettle Moraine School District, Wisconsin, USA
Patricia Deklotz | firstname.lastname@example.org
Kim Zeidler | email@example.com
Tunbridge Wells, Kent, UK
Mel Shackleton | firstname.lastname@example.org