Competences

a) To formulate success criteria in one’s lesson plans;
b) To design a rubric for a lesson;
c) To use rubrics for self and peer assessment;
d) To advise the students on the next appropriate steps;
e) To provide opportunities for the learner to act on the feedback;
f) To ensure that the feedback given has been acted upon.

Knowledge 

a) To formulate success criteria in one’s lesson plans;
b) To design a rubric for a lesson;
c) To use rubrics for self and peer assessment;
d) To advise the students on the next appropriate steps;
e) To provide opportunities for the learner to act on the feedback;
f) To ensure that the feedback given has been acted upon;
j) To identify how feedback is given.

Skills

a) Create a developmental progress of success criteria behaviours within a rubric;
b) Create a scaffolding progression of success criteria steps for an outcome in a lesson;
c) Use the rubric to talk about one’s progress;
d) Evaluate whether the success criteria are written in a language that is understood by learners;
e) Link the rubric with success criteria;
f) Assess what constitutes a good rubric;
g) Explain how self and peer assessment relate to success criteria and feedback;
h) Model peer and self-assessment on an unfamiliar piece of work;
i) Write good feedback statements;
j) Interpret the students’ gaps in knowledge and understand and propose the appropriate feedback.