Another key element of successful assessment for learning is goal-setting, which also needs to be supported by the collecting of evidence to show a student where they are in relation to that goal.

Goal-setting may sound like an obvious exercise, but it is anything but. While there may be an ultimate goal or learning destination, getting there actually requires the reaching of many along the way goals, which are in fact the criteria that make up or lead to the ultimate goal.

How do you define learning destinations? In our experience, it is best to start small and summarize the outcomes as simply and clearly as possible. We have found that this is a multi-step process that improves over time, as you re-visit your descriptions.

Once the student understands the learning destination, they can also be involved in deciding which criteria make up those goals, and they can be shown samples and exemplars from other students who have reached those goals with quality in previous or other classes.

This gives them a basis to begin moving forward -- they can compare their work (evidence) to the samples at every stage, as well as receive feedback from peers and the teacher. And as they accomplish some of the earlier goals, they are encouraged by their success to keep moving forward until they reach the ultimate learning destination.

Next: Some Classroom Examples