TRANSCRIPT: Opening:Welcome back to Messy Minutes: Assessment Edition! I’m your host, Shannon Schinkel, from the Embrace the Messy Podcast. Over the past four episodes, we’ve unpacked backward design, explored standards, and crafted criteria that are both task-neutral and detailed. Now, we  need To boldly build criteria where no one has gone before. Hyperbole aside, we need to take those to the next level by refining them to be student-centered and accessible. It’s good, but how can we make it great?________________________________________Here’s the Issue:1) Writing criteria in third person—“Students will be able to…” can feel teacher-centric, even when task-neutral and strength-based. True it is our responsibility to assess students and use our professional judgment, but what if we shifted to first-person language? Could this small change help students take a more active role in assessment, build confidence, and foster ownership of their learning? What if we thought about criteria not just as something the teacher uses only but something that invites students into the process, which could help them move from compliance to authentic engagement.  What if first person language helps students see the purpose and relevance of their learning. 2) What if we make sure our criteria is accessible, meaningful and clear to not just us but our students– couldn’t that bridge some of the gaps that even the most thoughtfully written criteria leaves? When looking at criteria, students often ask, “What does this mean?” or “I get that you have expectations, but what do I actually need to do?”—questions we can address with clear, actionable language like “This means that…” It translates criteria into steps that guide students toward standards with confidence and clarity.________________________________________ Let’s revisit our Hiking 101 course and the standard:“Apply appropriate strategies and tools to complete a hike, ensuring safety, pacing, and environmental awareness.”We’ve already crafted criteria for four levels of proficiency. Now, we’re adding some clarifying “this means that” language. Then we’ll put it all into first-person language. I’m going to work through this slowly so you can follow along.________________________________________Level 1:Before we get started, imagine a student at the very beginning of their journey. They’re just starting to figure things out and may feel a little unsure along the way.Previously we had:“Is in the beginning stages of identifying and attempting to apply strategies and tools for safety, pacing, and environmental awareness, and is working towards demonstrating understanding and consistency.”Now answer, what do you mean? – what does attempting and beginning stages look like? How will a student know they are there?This means that the student is figuring out which strategies and tools to use and may need help to adjust them during the hike. The result is that the student can complete the hike but may feel unsure or need to stop and rethink their approach along the way.Change it to first person:“I am in the beginning stages of identifying and attempting to apply strategies and tools for safety, pacing, and environmental awareness, and working towards demonstrating understanding and consistency. This means that I am figuring out which strategies and tools to use, and I may need help to adjust them during the hike. The result is that I can complete the hike, but I may feel unsure or need to stop and rethink my approach along the way.”________________________________________Level 2:Next, let’s picture a student who is starting to get the hang of it. They’re making progress but still figuring out how to handle unexpected challenges.Previously we had:“Applies some strategies and tools for safety, pacing, and environmental awareness with limited success, while continuing to work through challenges they are having in understanding and consistency.”Now answer, what do you mean? – what does limited su