Setting and Using Criteria

by Kathleen Gregory, Caren Cameron, Anne Davies

Sandra Herbst explains in the foreword to Setting and Using Criteria that "when teachers work not only to share the learning destination with their students, but to identify what quality evidence of learning looks like en route to the learning destination, then students have a much clearer picture of what they need to know, do, and articulate." In this first book in the Knowing What Counts series, authors Kathleen Gregory, Caren Cameron, and Anne Davies provide tools for teachers to help students envision and develop that picture. The first section of this book outlines a four-step process for working with students to set criteria that encourage participation, understanding, and ownership. The authors provide specific examples of what each step in this process might look like. Five scenarios of setting criteria with students are then provided and can be adapted to meet an array of specific needs and situations. The second part of this book offers ten ways to assess student work and provide specific and descriptive feedback to help students improve their learning and academic performance without assigning a mark or using a traditional grading system. The third section provides a list of common questions educators may have as they attempt to implement the strategies described in the first two sections. The authors respond to these questions in detail and provide examples for ways educators can adjust the strategies to their specific needs.

76 pages, Paperback

First published January 1, 2000

Reviews

[Joyce · Rating 3 out of 5]

Good ideas. Will try some.

[Niki · Rating 3 out of 5]

"Setting and Using Criteria" is a good "how to" for, well, exactly what the title says! The short, easy to read book was given to me at a recent professional development session by my school division. I particularly liked the first half of the book; I appreciated the guidance for setting the criteria list, how to have students sort and categorize it, and then turn that into a self-assessment checklist (met/not yet) for students. After reading this section, I immediately did this with a group of grade three students on a writing project and it worked fabulously! It was much less cumbersome than developing a rubric with them and it only focussed on the desired attributes instead of the "what not to do" attributes.
However, as a more veteran teacher, I found some of the suggestions perhaps a bit too obvious or even patronizing (i.e. telling how to record your numerical information from a rubric in your notes), but perhaps for a beginning teacher this specific, basic guidance would be more welcome.
Overall, I would recommend this book to any educator looking to tweak his/her assessment (and evaluation) practices.

[Brianna · Rating 5 out of 5]

Great book to help teachers learn how to co-construct criteria with their students to set clear expectations and show what is really important. This resource also provides helpful ideas to give students descriptive feedback and include things they are doing well and what they can work on to improve and meet criteria. There are also many practical examples that teachers can use to relate to what they are teaching in their own classrooms, and try to incorporate some of the assessment strategies that do not use marks. A great resource especially for beginning teachers who want to get off to the right start with assessment!