The Four-square Criterion Reflection is a great way for students to self-assess themselves against the success criteria for the lesson. In my classroom we focus on no more than 4 criteria for success in any lesson across the criteria. Each box represents an area we are focusing our attention.

Using this practice to support the use of Success Criteria in the classroom directly supports the Curiosity and Powerful Learning Theory of Action #5: harness learning intentions, narrative and pace.

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THE ROUTINE IN ACTION

EXAMPLES OF HOW IT CAN BE USED IN WRITING

Modeled example for imaginative writing - Alice Vigors 2020

​When I engage students in writing lessons I use a maximum of 4 success criteria that will be the focus elements of review and feedback for this piece of writing. I have found that this practice helps reduce the load for students as it decreases the number of things to focus on in their writing and helps them to continuously build solid writing strategies in a 'chunked' way. Along with the lessons learning intention, I have students record the success criteria in their books as a way to refer back to what they needed to be successful in this piece of writing. I combine this focus on 4 success criteria with a practice I call 4 Square Criterion Reflection, which I use as a student self-assessment, goal setting, peer-assessment and teacher to student feedback tool. Each of the 4 boxes represents one of the elements of the success criteria.  

When students self-assess their writing, I have them re-read through their work four times, each time focusing on a different element of the success criteria and finding examples to support the achievement of that success criteria. I have them tick the box if they feel they have achieved that criteria and put a star if they feel it is still an area they need to work on. From here I have them identify one area they would like to further develop in the next writing session. Undertaking practice in this way, helps students to see the value in proofreading, editing, re-crafting and supports the development of specific and measurable goals for learning. 

This also helps us as teachers to target our feedback to specific areas of writing, rather than the process as a whole. It also reduces the amount of marking we as teachers have to do, as the areas of focus are limited to 4 elements, giving us more time to conference with students about where they are and where to next (formative assessment in action).

Year 3 Student Example - Alice Vigors 2020

Modeled example for Informative Writing- Alice Vigors 2020

Year 5 Student Example - Alice Vigors 2017