Learning intentions and success criteria: learners' and teachers' views

Abstract

It is generally accepted that Assessment for Learning (AfL) strategies are effective in teaching and learning. Approaches within this framework include the use of formative feedback, self and peer assessment and setting and discussion of learning intentions (LIs) and success criteria (SC). There has been a great deal of research into AfL strategies, but perhaps less into the way that the use of LIs and SC are actually perceived by teachers and their pupils. The purpose of the research described in this paper was to investigate teachers’ and pupils’ perceptions of AfL strategies, focusing specifically on LIs and SC within lessons. Findings showed that while both cohorts agreed on the usefulness of LIs and SC, in practice they were rarely discussed in class. Teachers displayed a variety of understandings regarding their purpose, and some learners, while appreciating their value for revision purposes, also expressed frustration at the tokenistic way in which they were implemented. The results of this study could be helpful in informing the wider education community about how LIs and SC are viewed by teachers and learners with a view to ensure understandings are consistent with research and policy through focused professional development courses.

KEYWORDS:

• assessment for learning
• learning intentions
• success criteria
• classroom practice

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The free school meals data are widely used as a measure of school-level deprivation (Scottish Government, 2015).

2. The Higher examination is the Scottish post-16 national leaving certificate, sat after five years of study at secondary school and forms part of the qualifications for entry to university.

3. Broad General Education (BGE) refers to pupils in years 1--3 of the Scottish secondary curriculum, after which they enter the senior phase in year 4. BGE is roughly equivalent to Key Stage 3 in England.

4. In Scotland, promoted secondary teachers may be designated Head of Department (responsible for one subject area only) or Head of Faculty (responsible for more than one subject area). The pastoral system designates promoted staff as Principal Teachers of Guidance.

Additional information

Notes on contributors

Hazel Crichton

Hazel Crichton is a lecturer in modern languages at the School of Education, Glasgow University. Her research interests include modern languages teaching and learning, classroom interaction, reflection, intercultural communication, bilingualism and multiculturalism.

Ann McDaid

Ann McDaid is Head of Languages at St Joseph's Academy in Kilmarnock, Scotland. She also works as University Tutor for Postgraduate Study at The University of Glasgow's School of Education. Her research interests include modern languages teaching and learning, AfL and modern languages policy.