Grading For Impact Framework
Element |
Description |
| Clear and Shared Success Criteria | Success criteria is an essential element of clarity. Teachers and students must be acutely aware of the targets and criteria they are aiming for during all learning experiences. |
| Clarity of Scoring | Clarity of Scoring supports teachers to better align accuracy of feedback in the form of a grade related to the rigor of the task or performance. As the cognitive demands of tasks increase (related to Depth of Knowledge and the SOLO Taxonomy through Surface, Deep, and Transfer of Learning) the value or weight in points, marks, or criteria given related to the grade will increase as well. |
| Evidence Generating Tasks | Supports teachers and PLC teams in developing learning experiences and tasks, aligned to success criteria, that progress through the lens of surface, deep, and transfer learning. Tasks are designed to support students in generating evidence of learning, aligned to cognitive complexity. These serve as quality assessment checkpoints for teachers and students so more decisive intervention can occur in real time. |
| Challenging Goal Setting | Student engagement increases as their ownership and empowerment increases. Students need to set goals that challenge them to reach personal bests. Teachers support students in setting stretch goals that push students beyond safe targets. |
| Avoiding Early Grading | When students are graded too early in the learning process they focus on the grade and not the strategies to reach them. Promoting deliberate practice and overlearning is essential. |
| Culture Welcoming Error and Risk Taking | A culture that welcomes error and risk-taking encourages students to see mistakes as valuable learning opportunities. This environment fosters creativity and resilience, allowing learners to experiment without fear of judgment and enhancing their confidence. It cultivates a growth-oriented atmosphere that prepares students for real-world problem-solving. |
| Targeted Growth Producing Feedback | Targeted growth-producing feedback is essential and must align with established success criteria to be effective. Hattie’s feedback model includes three types of feedback: task focusing on accuracy of content, process addressing the strategies used and error detection, and self-regulation encouraging students to reflect on their learning and next steps. This alignment helps students understand their progress and develop skills necessary for continuous improvement, fostering accountability and motivation in the learning journey. |