Students identify their strengths and weaknesses and to set goals for further learning.
Rationale: Periodic articulation about their understanding of quality and about their own strengths and weaknesses is essential to students ability to improve.
Motivation and achievement both increase when instruction is guided by clearly defined learning targets.
Rationale: Showing connections between new information and knowledge/
Rationale: An activity that requires students to reflect on what they are learning and share their progress reinforces the learning.
Rationale: Student performance improve when they understand the meaning of quality.
Rationale: Students need the opportunity to practice using the scoring guide as a guide to revision; translating into deeper thinking
Rationale: Students will benefit form a "mini-lesson" approach, wherein they are allowed to learn and master a portion at a time.
Effective feedback shows students where they are in their to attaining the intended learning.
Rationale: Students need descriptive feedback while they are learning.
When concepts or skills prove difficulty for students, practicing in smaller segments and giving feedback will help the student.
Long-term retention and motivation increase when students track, reflect on and communicate about their learning
Carefully chosen examples of the range of quality can create and refine students understanding of the learning goal
When assessment identifies a need, adjustment of instruction is needed to target that need.
