Criteria for Success Practice and Resources
Practice:
Review the criteria from the TILT Higher Ed website. Under the heading Example Assignments (more and less transparent), you can compare two versions of the same criteria, one revised to be more transparent. Specifically of interest is Example F, a library research assignment. Choose a few examples and compare the two criteria. Consider the following questions:
- How is the language different between the two criteria? How did the vocabulary change?
- What differences, if any, are there in the ways the criteria is organized?
- What other differences do you notice between the original and revised criteria?
- What changes would you make to the revised versions of the criteria to fit your pedagogy?
- In the examples containing rubrics, what are other ways of determining the criteria for success?
- In the examples not containing rubrics, would the introduction of a rubric be helpful? Why or why not?
More examples of Transparent Design specific to libraries are available for you to explore.
Metacognition Moment:
Take a few minutes to reflect.
So you just finished an instruction session. What are the indicators that let you know that your learning outcomes were met? Think back to your original ideas for criteria for success. In what ways are your students able to demonstrate their understanding? Are there additional opportunities to be flexible in that assessment?
Final Metacognition Moment:
Take a few minutes to reflect.
Think about a time when you were a successful student. What about that experience allowed you to be and feel like a confident learner? What were the elements that were in place that allowed you to thrive? Were you able to take helpful notes? Did the teacher have clear objectives? Was there space to ask and discuss your questions? Were you given multiple examples to guide your process? If you were confused during the process, how did you overcome that barrier? Were there times that you were able to recognize your agency in the learning process?
Additional Resources
Purpose Statement in a TILTed assignment: Use this template as a guide for developing, explaining, and discussing class activities and out-of-class assignments. Also included is cue Questions Based on Bloom’s Taxonomy of Critical Thinking
Transparent Design Template from the TILT Higher Ed website.
References:
Stevens, D. D., & Levi, Antonia. (2013). Introduction to rubrics : An assessment tool to save grading time, convey effective feedback, and promote student learning. (2nd ed.). Stylus.
Transparency in Learning and Teaching (TILT) Higher Ed. (n.d.). TILT higher ed examples and resources. https://tilthighered.com/tiltexamplesandresources
Winkelmes, M. A., Boye, A., & Tapp, S. (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, VA: Stylus Publishing.
