ASSESSING WITH

CLARITY
Opportunities to Respond
 Learning Intention:
I understand strategies to create clear, engaging and focused opportunities
to respond (assessments) based on learning intentions and success criteria.

Success
Criteria:

I can explain the relationship between I can create opportunities to

learning intentions, success criteria and respond that align with specific
opportunities for students to respond. success criteria.
 Where are we in the process?
by students and teachers
sharing learning and
progress
Collaborating
with Clarity
by giving and receiving
effective feedback on
and for learning
Feedback with
Clarity
by creating opportunities for
students to respond
We have already determined
what students should be
learning and communicated to
by crafting learning them how they will know they
Gaining Clarity intentions and success are successful.
criteria
Now, we need to give them an
opportunity to demonstrate how
they are progressing in their
Sharing Clarity learning. These are
opportunities to respond.
by co-constructing Opportunities to respond
learning intentions and include any strategies,
success criteria with activities or tasks that make
learners
student learning visible and
allow both the teacher and
Assessing with
Clarity
learner to observe learning
progress.

You are here.
 Opportunities to respond are more than just
“assessments”.
They are purposeful and intentional moments that make student thinking visible and allow both teacher
and learner to observe learning progress.

Types of Opportunity to Respond

Individual Small Group Whole Group Silent Out Loud Formal Informal

The more time that is devoted to providing learners with opportunities to respond, the higher student achievement
climbs (Black and Wiliam,1998; Hattie, 2009, 2021; Marzano, 2007)
 Timing Matters!
1. What levels of thinking are
called for in the learning
intention and success criteria?

2. What specific opportunity to

respond evokes that level of
thinking or complexity?

3. What do I need to do to get

learners ready for that level of
thinking?
 Making Thinking Visible
Ask learners to provide
descriptions of terms,
concepts, ideas, procedure or
concepts, ideas, procedure or
processes.
Ask learners to take different
viewpoints and perspectives
on concepts, ideas,
procedures or processes.
Encourage learners to
Check that learners’ reasons,
develop explanations and
explanations and
interpretations of terms,
interpretations are
accompanied by evidences.
processes.
Ask learners to make
Ask the right question – this
connections between what
will get students to reveal
are learning and what they
their thinking.
have already learned.
 Personal Response

Clear and Modeled Expectations

Sense of Audience

Tasks vs. Exercises: Social Interaction

Characteristics of Opportunities
Emotional Safety
to Respond

Choice

Novelty

Authenticity