Co-Constructing Criteria

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Why it works

Research on assessment for learning shows that students internalize what quality looks like far more deeply when they help construct the success criteria, by examining examples, discussing what makes work good, and articulating criteria in their own words, than when simply given a rubric. Co-constructing criteria develops genuine understanding of the standards, ownership and buy-in, and the capacity to self- and peer-assess against criteria they truly grasp. The teacher still ensures the criteria are rigorous and standards-aligned (guiding, not abdicating), but the process of building them with students is what makes the criteria meaningful and usable.

The research: Research on co-constructed success criteria (assessment for learning).

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: build the criteria with students

Teachers leave with a plan to co-construct criteria from examples.

Pick an assignment where students need to understand quality.
Examine strong (and contrasting weak) examples with students.
Discuss and articulate the criteria together, in their words.
Ensure the criteria stay rigorous and standards-aligned, and use them for self- and peer-assessment.

Build the criteria togetherStudents understand criteria far more deeply when they help build them from examples and discussion. Co-construct criteria, guiding for rigor, to build understanding and ownership.

Facilitator notes

Examine examples with students, and discuss and articulate criteria together.
Guide for rigor and alignment.
Use for self- and peer-assessment.

A handed-down rubric is not deeply understoodStudents given a rubric often do not truly grasp it. Co-construct the criteria from examples and discussion, so students understand and own them.

Adapt it

Elementary: examples, simple criteria, together.
Secondary: examples, articulated criteria, rigor.
All settings: examine examples, co-construct, guide for rigor.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Co-Constructing Criteria: build them together

Deep understanding and ownership: examine examples, articulate criteria together, guide for rigor, then self-assess.

The assignment where students need to understand quality:
The strong and weak examples I examine with students:
How we articulate the criteria together:
How I ensure rigor and alignment:
How students use the criteria to self- and peer-assess:

Make it stick

Build them together:

Co-construct criteria.
Guide for rigor.
Bring co-constructed criteria that worked to the next PLC.

Common questions

Why not just give students a rubric?

Students understand criteria far more deeply when they help build them, examining examples and articulating what makes work good, than when handed a rubric. Co-construction builds understanding and ownership.

Won't students make the criteria too easy?

You guide the process to ensure the criteria are rigorous and standards-aligned, co-constructing is guided, not abdicated. Students build them, you ensure quality.

How do I co-construct criteria?

Examine strong (and weak) examples with students, discuss what makes the work good, and articulate the criteria together in their own words, with you ensuring rigor and alignment.