Packed with examples from various subjects and grades, this guide walks readers through every step of the formative assessment process, from articulating learning goals to providing quality feedback.
Chapter 4: The Drivers of Formative Assessment: Learning Goals and Success Criteria
The Drivers of Formative Assessment: Learning Goals and Success Criteria
In Chapter 2, we learned that D. Royce Sadler specified three interrelated conditions for formative assessment. These were that teachers and students must
- possess a concept of the standard (or goal, or reference level) being aimed for;
- compare the actual (or current) level of performance with the standard; and
- engage in appropriate action which leads to some closure of the gap (Sadler, 1989, p. 121).
To meet these conditions, teachers and students need to be clear about the learning goal—what is to be learned—and also to have a clear conception of what it means to meet the learning goal—the criteria for success. Essentially, the learning goals and success criteria drive ...