Introduction: The Importance of Setting Success Criteria

The importance of setting success criteria is to provide a clear and measurable goal for a lesson or unit of work. It
is important to write success criteria so that relevant feedback can be given to students and their work can be
evaluated.

A number of studies have shown that learning gains are more likely to occur when learners have success criteria
and the opportunity to reflect on their performance. The idea is that learners need to be guided by feedback because
they cannot tell what they don’t know.

What are Success Criteria?

Success Criteria are specific, measurable standards that are used to judge the success of a given project, task, or
idea. Success criteria is often used in the classroom to help students understand how they will be graded. In the
learning context, success criteria are generally written as ‘I can’ statements.

How to Build Success Criteria Into Your Teaching

Success criteria are the key to designing an effective lesson. They are a set of guidelines that help teachers to
determine how well a student has learned the content. Here are some tips on how to write success criteria for your
students.

Success criteria should be measurable and specific

The more specific the success criteria, the better they are for students to understand exactly what is expected of
them during a lesson. It is important for success criteria to include both examples and detailed instruction.

A good example of an outcome might be: “Students will learn how to create a table summarizing information.”
A detailed instruction might read:

“In order to create a table summarizing information, students should follow these steps:

1. Choose a topic in which you are interested and have ideas about.
2. Write your own definition for the topic in 1 to 4 sentences.
3. List 10 key points on the topic.
4. Add a quote from the person you are writing about that demonstrates their thoughts, feelings, or opinions.
5. Create an image that illustrates your topic using at least 5 details from your definition and 5 details from
each key point.
6. Share what you created.

Align Success Criteria with the Assessment

In order for students to progress, the success criteria should be aligned with the overall goals of the assessment. If
they are not, then it is likely that students will not be able to complete it successfully. However, if they are aligned
with the overall goals of the assessment and students can see what they need to do in order to produce quality
work, then this can increase student motivation and engagement.

Start and End with the Success Criteria

The beginning and the end of any lesson should always be the success criteria. This will give students a clear
understanding of what they are supposed to learn and what they are supposed to do after completing the lesson. It
also allows teachers to assess whether or not the student has learned what is expected of them.

Tips for Applying Bloom’s Taxonomy to Assessment

Follow these tips to get the most out of assessments with Bloom’s Taxonomy.
 1. Always keep the hierarchy in mind.

When selecting learning goals for the semester, it’s important to remember that Bloom’s Taxonomy follows a hierarchy, with the
lowest level of cognition at the bottom. Therefore, creating exam questions according to expected learning ability in relation to those
levels is crucial. For example, exams given toward the beginning of the semester might consist only of questions that apply to the
Remembering level of Bloom’s, followed by (as well as combined with) questions that pertain to Understanding and Applying.

2. Introduce exam items that explore higher levels of cognition gradually.

Once students have mastered the learning objectives tied to the lower levels of Bloom’s Taxonomy, educators can begin integrating
questions from each of the higher levels. As the semester develops and students gain a stronger understanding of the material,
instructors can place less emphasis on the lower levels of Bloom’s Taxonomy in favor of the higher levels.

3. Analyze assessment results and readjust course objectives accordingly.

After reviewing assessments, educators can determine which learning objectives, in relation to Bloom’s Taxonomy, may need to be
revisited. ExamSoft allows educators to tag each exam item to the six levels of Bloom’s, as well as key course objectives, to measure
learning accordingly. By tagging exam items to key categories, instructors will receive easily digestible reports to help identify
specific areas of improvement and adjust the curriculum to keep students on the right track.

Using Bloom’s Taxonomy in assessments, as well as other aspects of learning, is an effective way to support learning improvement
and develop a strong curriculum.
Bloom's Taxonomy Learning Activities and Assessments
Cognitive Domain
Bloom's Taxonomy: Cognitive Domain (PDF)

Cognitive Domain: intellectual skills and abilities required for learning, thinking critically and problem solving
 Evaluate
Create
Analyze
Remember Understand Apply
Make
Compile
Break down judgements
Retain, recall and Translate and Apply knowledge to information to
information to look at based on
recognize knowledge interpret knowledge different situations generate new
relationships evidence
solutions
found
arrange compare calculate categorize attribute arrange

define classify complete contrast argue calculate

identify describe demonstrate compare assess compose

indicate discuss execute criticize check construct

label explain illustrate debate compare design

list give examples implement differentiate conclude develop

match interpret modify experiment contrast devise

memorize paraphrase organize inspect criticize formulate

recall predict practice infer critique generate

recite present prepare investigate defend hypothesize

recognize report solve organize examine plan

rewrite show outline justify prepare

summarize use question measure produce

 Evaluate
Create
Analyze
Remember Understand Apply
Make
Compile
Break down judgements
Retain, recall and Translate and Apply knowledge to information to
information to look at based on
recognize knowledge interpret knowledge different situations generate new
relationships evidence
solutions
found

propose
recommend
separate revise
write support
test summarize
reflect
synthesize
  Learning Activities Assessments
 Clicker questions
 Flashcards  Fill-in-the blanks
 Highlight key words  Label
Remember
 List  Match
 Memory activities  Multiple choice
Retain, recall and recognize knowledge
 Reading materials  Quizzes
 Watching presentations and videos  True and false
questions
Understand  Case studies  Concept map
 Concept map  Create a summary
Translate and interpret knowledge  Demonstrations   Essay
 Diagrams  Diagrams
 Flowcharts  Infographics
 Gamification  Matrix activity
 Group discussions  One-minute paper
 Lightboard  Presentation
  Learning Activities Assessments
 Mind map
 Matrix activity  Provide examples
 Play/sketches  Quizzes
 Summarize  Short answers
 Think-pair-share
 Calculate
 Case studies
 Concept map
 Discussion board
 Creating examples
post
 Demonstrations
 E-portfolio
 Flipped classrooms
 Lab reports
Apply  Gallery walk
 One-minute paper
 Gamification
 Presentation
Apply knowledge to different situations  Group work
 Problem-solving
 Lab experiments
tasks
 Map
 Short answers
 Prezi
 Tests
 Problem-solving tasks
 Short answers
 Role play
Analyze  Case studies  Analysis paper
 Compare and contrast (with charts, tables,  Case studies
Break down information to look at Venn diagram)  Evaluation criteria
relationships  Concept map  Critique
 Debates hypothesis,
 Discussions procedures etc.
 Flowchart  Muddiest point
 Graph  One-minute paper
 Group investigation  Research paper
 Mind map  Review paper
 Questionnaires
 Report/survey
  Learning Activities Assessments
 Think-pair-share
 Debates  Argumentative or
 Compare and contrast (with charts, tables, persuasive essay
Venn diagrams)  Debates
Evaluate
 Concept map  Discussions
 Journal  Presentation
Make judgements based on evidence found
 Pros and cons list  Provide alternative
 Mind map solutions
 Review paper  Report
 Brainstorm  Develop criteria to
 Decision-making tasks evaluate product or
Create
 Develop and describe new solutions or plans solution
 Performances  Grant proposal
Compile information to generate new
 Presentations  Outline alternative
solutions
 Research projects solutions
 Written assignment  Research proposal

References:

Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's
Taxonomy of Educational Objectives. New York: Longman.

IUPUI Center of Teaching and Learning. (2006). Bloom’s Taxonomy “Revised” Key Words, Model Questions, &
Instructional Strategies. 

Affective Domain
Bloom's Taxonomy: Affective Domain (PDF)

Affective Domain: emotional response concerning one's attitudes, values and appreciation for motivation in learnin
 Organization
Valuing
Responding Characterization
Receiving
Integrating and
Finds value and
Actively participating comparing values, Value that will control
Being willing to listen and be worth in one's
and engaging to ordering them the outcome and
aware to receive knowledge learning and is
transfer knowledge according to behaviour
motivated to continue
priorities  
acknowledge agree to accept adapt act

ask answer approve arrange arrange

attend ask complete categorize behave

choose assist choose classify characterize

describe clarify commit compare defend

follow communicate describe complete display

give contribute debate defend exemplify

 Organization
Valuing
Responding Characterization
Receiving
Integrating and
Finds value and
Actively participating comparing values, Value that will control
Being willing to listen and be worth in one's
and engaging to ordering them the outcome and
aware to receive knowledge learning and is
transfer knowledge according to behaviour
motivated to continue
priorities  

function

explain incorporate

demonstrate establish influence

cooperate differentiate formulate justify

identify discuss explain generate listen

listen help establish identify maintain

name indicate identify integrate modify

reply inquire initiate modify practice

select participate justify order preserve

question prepare prepare perform

refute rank propose

relate question

revise
  Learning Activities Assessments
 Feedback forms
 Fill-in-the-blanks
 Knowledge survey
 List
 Attend focus groups  Match
Receiving
 Listen as audience to a presentation  Memory tests
Being willing to listen and be aware to
 Read articles/papers/textbooks  One-minute paper
receive knowledge
 Watch a video  Qualitative interviews
 Test activities (recall and
verbalize reactions)
 Write summary on key
points of presentation
 Answer questions
 Active participating in classroom activities  Ability to follow
 Brainstorm ideas procedures
Responding  Group discussions  Critical questioning
Actively participating and engaging to  Present in front of audience   Feedback and peer
transfer knowledge  Problem solving activities evaluation
 Role-play  One-minute paper
 Written assignments (essays, reports etc.)  Questionnaires
 Willingness to participate
Valuing  Debates  Attendance
Finds value and worth in one's  Opinionated writing piece  Neatfulness and
learning and is motivated to continue  Reflection paper carefulness (with minimal
 Self-report errors) of submitted work
 Meet deadlines
 Proposals of new plans
 Questionnaires
 Rating scale
 Reflection paper
 Report on extra-curricular
activities
  Learning Activities Assessments
 Ungraded paper
 Develop realistic
aspirations
 Prioritize time to meet
 Analyze and contrast (with charts, tables,
Organization goals (hand work in on
Venn diagrams)
Integrating and comparing values, time)
 Concept map (report formal or informal
ordering them according to priorities  Focus groups
experiences and identify skills)
 Questionnaires
 Ability to solve new
problems
 Critical reflection
Characterization  Criteria for group projects
 Group projects
Value that will control the outcome  Self-evaluation
 Self-report goals (personally and
and behaviour  SMART goals
academically)

References:

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of Educational Objectives: The Classification of
Educational Goals. Handbook II: Affective Domain. New York: David McKay Company Inc.

University of Mississippi School of Education. (2007). Bloom’s Taxonomy: Affective Domain. Retrieved from:
http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm

Psychomotor Domain
Psychomotor Domain: ability to use motor skills that includes physical movement, reflex and coordination to develop
techniques in excretion, in accuracy and time.
 Adaptation
Mechanism Complex Overt
Set Origination
Guided Response Response Skills
Intermediate level, strongly
How ready one is to act Create new procedures
Beginner level, learns develops  Expert level, high developed
(physically, mentally, and solutions to
through trial and error by proficiency and proficiency and and can be
emotionally and approach various
practicing action becomes performs with modified in
spiritually) situations
habitual accuracy different
situations
arranges assembles assembles assembles adapts arranges

begins attempts constructs builds alters builds

demonstrates builds dismantles calibrates changes combines

displays copies displays constructs modifies composes

explains follows fastens dismantles rearranges constructs

moves imitates fixes display reorganize creates

prepares reacts grinds fastens revise designs

 Adaptation
Mechanism Complex Overt
Set Origination
Guided Response Response Skills
Intermediate level, strongly
How ready one is to act Create new procedures
Beginner level, learns develops  Expert level, high developed
(physically, mentally, and solutions to
through trial and error by proficiency and proficiency and and can be
emotionally and approach various
practicing action becomes performs with modified in
spiritually) situations
habitual accuracy different
situations

fixes

grinds

proceeds heats formulates

measures
reacts reproduces measures initiates
mends
responds responds mends makes
mixes varies
shows traces mixes modifies
organizes
states tries operates originates
sketches
  organizes re-designs

performs

sketches