Dimension II: Criteria for Success

Criteria for success should be clearly identified and communicated to students. This dimension focuses on how the teacher identifies the criteria for success for a particular lesson’s learning goals and communicates these criteria to the students. Research suggests that students are more able to demonstrate their own learning when they understand what quality work actually looks like. In this rubric, the focus is primarily on the sharing of explicit expectations (e.g., “I can” statements, preflight checklists, rubrics, exemplars) that communicate quality.

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