Success criteria can be expressed as process and/or product criteria, depending on the learning being covered and could include a sequence of instructions or a list of ‘remember to’ prompts. Success criteria need to be concrete, measurable, observable and open to negotiation.

Success criteria:

• are closely linked to the learning intention
• show the students what they are aiming for and how to get there
• support students to self and peer assess, independent of the teacher and in ways that are not always reliant on teacher judgement
• make it clear to students what it is they are going to be judged or evaluated on
• give students something to refer to when they want to check if they are on track or not
• are specific to the activity and will vary with each activity, even if the activities share a common learning intention
• are agreed with the pupils in advance
• encourage responsibility and independence by scaffolding peer and self-assessment
• are revisited and used to provide pupils with feedback on their learning (this feedback can be provided by both teacher and other students).

Here is an example of how to approach producing effective success criteria, using:

• learning intention: we are learning to write a narrative
• context: a ghost story
• activity: writing a ghost story.

Example 1: What I am looking for?

• a story that people enjoy reading
• a story that frightens people.

The criteria in example 1 are not success criteria because they focus on reaction rather than guidance on how to achieve the effect.

Example 2: What I am looking for?

• an opening paragraph that sets the scene
• a build-up of tension/ suspense
• spooky adjectives and powerful verbs
• a cliff-hanger at the end.

The success criteria in example 2 give students the key ingredients needed to show that they fulfil the learning intention. If they can do these things, then they have shown they understand how to write a narrative.

A model or exemplar provides students with an opportunity to see what the learning might look like and to discuss and discern what ‘quality’ is, or is not.

The modelling or exemplar can be used to co-construct success criteria with students.

Rubrics are based on a number of levels or performance descriptors that successively work towards high achievement and link to the success criteria for the learning intention/goal.

It is a good idea to involve students in developing assessment rubrics and to display them throughout the learning experience so that students can keep in mind the criteria for completing a task successfully.

A rubric identifies:

• criteria: the aspects of performance (for example, argument, evidence, clarity) that will be assessed
• descriptors: the characteristics associated with each dimension (for example, the argument is demonstrable and original, evidence is diverse and compelling)
• performance levels: a rating scale that identifies students’ level of mastery within each criterion.

Some rubrics describe 3 levels of performance; others have more. The terminology used in the descriptors will differ but what matters is that the rubric makes the levels of performance clear for both teachers and students.

Rubrics can be used to support both teaching and learning: a 3-level rubric with performance levels such as Yes I can; Almost; Not yet can guide what is taught during modelled, guided and independent teaching.

If most students are in the Not yet descriptor, further modelled teaching needs to occur for those students, the students who are in the Almost descriptor require further guided support, while the students in Yes I can should be practising and applying the learning or moving to new learning.

Whatever the terminology used within the rubric, it is important to apply the terminology consistently and explain exactly what it means. For example:

• when prompted might include: a reminder to check a wall chart, a quick review, a reminder to think about previous learning
• I need help might mean: I have not got the concept yet, I need further modelled teaching when you/someone sits with me and takes me through it, I can do it
• a scaffold could include a template, a worksheet, a wall chart, a mind map
• most/usually means approximately 75% of the time
• some/sometimes means approximately 50% of the time
• few/occasionally means approximately 25% of the time
• when deciding on performance levels, try thinking of the words - yes, yes-but, no-but, and no - to create your gradations.

Ideally, the rubric should include the learning goal/ intention and the success criteria with performance descriptors/ levels of performance. This could form an individual recording sheet.