Another of Dylan Wiliam’s 5 key strategies is clarifying, sharing and understanding learning intentions. Students can’t hit a moving target, so we need to make sure our outcomes (standards, for my US friends) are clearly defined for them. This process is sound formative assessment. Remember, formative assessment isn’t always a quiz that doesn’t count for marks. It can also be a classroom process. Are you tired of me saying that yet?
I used to give my students outcome checklists at the start of every unit. These were pulled verbatim from the Alberta Program of Studies and the Assessment Standards and Exemplars. I have created one for Math 30-1 (Pre-Calculus 12) Exponents and Logarithms as an example below.
As we work through the unit, I classify everything. Every single question I do and every single question the students do is labeled by outcome number and either acceptable standard or standard of excellence. This labeling occurs during class, on quizzes, in the textbook, on exams, and anywhere else we encounter questions.
I was doing this before I heard of standards based grading, and my use of these outcome checklists is similar, though not nearly as in-depth. And although I still reported holistically (different than in SBG), these outcome checklists did allow my students to articulate exactly where they were struggling. Saying, “I’m having trouble with outcome 8 at the standard of excellence” is a way better way for students to articulate their difficulties than the more traditional and vague, “I don’t get it.”
Students were expected to fill in the check boxes when they felt they had mastered the outcome at the various levels. By doing so, I was clarifying the learning intentions for them, and they were activated as owners of their own learning (another of Dylan’s 5 key strategies). It was a great way for us (student and teacher) to give each other feedback about progress to the clearly defined learning outcomes.