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Four Criteria for Communicating Student Learning using Points of Progress
- Authentic Evidence of Learning
- A clear description of what the learner is doing, that includes the learning intention/goal.
- Photos, videos, audio and work samples offer visible authentic evidence of learning and bring learning to life.
- Are formative in nature and might be observed at any time during the learning process, and are not necessarily summative.
- Includes process and application as well as product.
- Descriptive Feedback
- Provides precise information about what the learner is doing well, and what needs improvement. How the learner is doing.
- Next Steps
- A clear description to individual students that indicate what the next steps are in order for learning to progress further. They may be written as a goal statement from the student or teacher in relation to the learning intention and evidence. They may also describe how the next steps may be supported.
- Teachers may also provide sample question prompts for parents to engage with their child regarding the learning sample.
- Student Voice
- Learning samples can also include student reflections on their learning, and how they connect to the learning intentions, competencies and/or next steps.