In contemporary education, providing clarity and focus for students is paramount. Research consistently highlights the impact of clearly defined goals on student achievement and engagement. Learning intentions (the ‘what’ of learning) and success criteria (the ‘how’ to measure success) have become essential tools in effective teaching. Building on theoretical frameworks and practical insights, including those from the SSAT’s Teaching and Learning Framework, this blog explores how these tools can be used to transform learning in the UK classroom.
What Are Learning Intentions and Success Criteria?
Learning intentions are statements that clearly articulate what students are expected to learn during a lesson. They focus on the purpose of learning rather than the activity itself, enabling students to understand the “why” behind the task. Success criteria complement learning intentions by setting measurable benchmarks for achievement. Together, they provide students with a clear roadmap for success.
For example:
- Learning intention: Understand the significance of the Magna Carta.
- Success criteria:
- Describe the historical context of the Magna Carta.
- Explain its impact on medieval society.
- Evaluate its relevance to modern democratic principles.
This combination not only clarifies expectations but also empowers students to self-assess their progress against tangible objectives.
Insights from the SSAT Framework
The SSAT’s Teaching and Learning Framework offers practical guidance on how to use learning intentions and success criteria effectively. According to their materials:
Focus on Learning, Not Activity: Learning intentions should centre on what students are expected to know, understand, or be able to do by the end of the lesson, rather than simply listing the task. For example, instead of “We will write a diary entry,” an effective learning intention would be, “We are learning how to use first-person narrative to express emotion.”
Co-constructing Success Criteria: The SSAT encourages involving students in creating success criteria. This collaborative approach fosters ownership of learning and helps students internalise the steps required to achieve success. For instance, students might identify the need to include vivid descriptions, historical accuracy, and clear structure when writing their diary entry.
The Role of Success Criteria in Self-Regulation: Success criteria help students monitor and evaluate their learning. They provide a framework for peer and self-assessment, encouraging critical reflection and independent learning.
Making Success Criteria Visible: The SSAT advocates for displaying success criteria prominently in the classroom, where they can be referred to throughout the lesson. This keeps students focused on the learning goals and supports differentiation by clarifying expectations for all learners.
The Research Behind Learning Intentions and Success Criteria
The use of learning intentions and success criteria is underpinned by extensive research:
Hattie’s Visible Learning (2009):
Hattie’s analysis identifies “teacher clarity” as having a significant impact on student achievement (effect size: 0.75). Learning intentions and success criteria contribute directly to this clarity by aligning teaching with clearly defined outcomes.
Wiliam’s Formative Assessment (2011):
Dylan Wiliam argues that success criteria are integral to formative assessment. They enable students to understand the gap between their current performance and the desired outcome, guiding them towards improvement.
Black and Wiliam (1998):
Their research into formative assessment highlights the importance of feedback linked to specific criteria, which success criteria inherently provide.
Constructivist Theories:
Lev Vygotsky’s concept of scaffolding supports the idea of providing structured guidance, such as learning intentions and success criteria, to help students move within their zone of proximal development.
Practical Strategies for Implementation
Craft Precise and Specific Learning Intentions: Use Bloom’s Taxonomy to ensure learning intentions are appropriately challenging and clear.
Engage Students in Co-Constructing Success Criteria: Involving students in this process, as recommended by the SSAT, enhances engagement and ensures they understand the goals.
Integrate Success Criteria into Feedback: Refer to success criteria during feedback sessions to make feedback more actionable and specific.
Revisit and Reflect: Use plenaries or reflective activities to revisit learning intentions and assess progress against success criteria.
Differentiate for Diverse Learners: Success criteria can be tiered to meet the needs of all students, providing varying levels of challenge while maintaining focus on the same learning intention.
Practical Examples of Assessing Students Against Success Criteria
Peer Assessment in History
After students complete an essay on the causes of World War I, they exchange essays with a peer and use the success criteria to evaluate each other’s work. For example, they might check:
- Whether all four main causes are identified and explained.
- If the essay shows a clear connection between the causes.
- Whether specific evidence (e.g., from speeches, treaties, or photographs) supports the analysis.
Activity Tip: Provide a simple checklist aligned with the success criteria. For example:
- “Does the essay explain alliances, imperialism, militarism, and nationalism?”
- “Does it include at least two examples of evidence?”
Self-Assessment in Creative Writing
In a creative writing lesson, the learning intention might be: Develop a first-person narrative that conveys emotion.
Success criteria could include:
- Use descriptive language to show feelings (e.g., sadness, excitement).
- Write in first person consistently.
- Include an engaging opening sentence.
Students read their own work at the end of the lesson and self-assess using these criteria. For example:
- Highlight where descriptive language is used.
- Check that the pronouns align with the first-person perspective.
- Identify whether the opening sentence grabs attention.
Activity Tip: Use colour-coding or symbols for each success criterion to make self-assessment visual and straightforward.
Group Assessment in Science
In a science lesson, the learning intention might be: Understand how to conduct a fair experiment.
Success criteria might include:
- Identify the independent and dependent variables.
- Control other variables to ensure fairness.
- Record results clearly in a table or graph.
After conducting the experiment, students work in small groups to evaluate how well they met the success criteria. Each group presents their results and process, explaining how they ensured fairness.
Activity Tip: Provide a simple rubric with “Met,” “Partially Met,” and “Not Met” categories for each success criterion to structure the discussion.
Whole-Class Reflection in Art
In an art lesson where the learning intention is to create a piece of work inspired by a chosen artist, the success criteria might be:
- Use at least two techniques the artist is known for.
- Incorporate the artist’s themes or subject matter.
- Present the artwork with a written explanation.
At the end of the lesson, students participate in a gallery walk, evaluating each other’s work against the criteria.
Activity Tip: Use sticky notes for students to leave feedback linked to the success criteria (e.g., “You successfully used Van Gogh’s brushstroke technique!”).
Benefits of Learning Intentions and Success Criteria
The SSAT and broader research literature highlight the following benefits:
Clarity and Engagement: Students understand the purpose of learning and are motivated to achieve specific goals.
Self-Regulation: Success criteria encourage students to take ownership of their learning, fostering independence.
Improved Feedback: Teachers can give more focused, criteria-based feedback, which is known to enhance learning.
Inclusivity: Success criteria provide clear benchmarks, making learning accessible to all students, regardless of ability.
Addressing Challenges
Despite their advantages, there are potential challenges:
Time Constraints: Creating high-quality learning intentions and success criteria can be time-consuming, particularly for new topics.
Over-simplification: There’s a risk of reducing complex learning to overly simplistic goals. It’s important to maintain a balance between clarity and depth.
Student Engagement: Some students may initially struggle to see the value in success criteria. Modelling their use and embedding them into classroom routines can help.
Conclusion
Learning intentions and success criteria, as outlined in the SSAT Teaching and Learning Framework, are essential tools for improving teaching and learning. Grounded in research and supported by practical strategies, they empower both teachers and students by providing clarity, structure, and purpose.
By implementing these tools effectively, teachers can foster deeper learning, enhance engagement, and develop students’ independence – crucial skills for success both in and beyond the classroom.
How have you used them in your teaching practice? Share your experiences and tips in the comments below – let’s continue the conversation!
Recommended Research
For further reading and a deeper understanding of the role of learning intentions and success criteria in education, explore these key research studies:
1. “Learning Intentions and Success Criteria: Learners’ and Teachers’ Views”
This study explores teachers’ and students’ perceptions of Assessment for Learning (AfL) strategies, particularly focusing on how learning intentions and success criteria can improve clarity and understanding in the classroom.
Read the study on the BERA Journal website
2. “The Power of Success Criteria, Relationships, and Clarity”
This research highlights how success criteria make learning goals visible to both teachers and students, supporting academic achievement and personal development.
