ABSTRACT
This chapter focuses on the importance of feedback based on learning goals and criteria for success. The chapter provides empirical evidence that students who are clear on criteria produce better work and are more self-regulated learners. Research also suggests that teachers who are clear on criteria use student work as evidence of student learning, and use their insights to provide feedback and select next instructional moves. The chapter provides some practical suggestions about how to make tasks and rubrics (or other criteria) embody and give evidence of the goals of learning.
