‘I Can…’ Statements
When using the technique, ‘I Can…’ Statements, success criteria are written so that they start with the phrase, ‘I can…’, and use an active verb to make clear what students need to be able to do to evidence their learning.
For example: I can state, I can define, I can describe, I can explain, I can draw.
Why use this technique?
‘I can…’ helps puts the emphasis the evidence need to produce to prove their learning, both to themselves and to you.
Notes and tips
‘I Can…’ Statements tend to be most useful to teachers and students when they are quantified and, therefore, measurable. For example, if an ‘I Can…’ Statement reads, ‘I can identify three factors that…’, this should be more useful to both the teacher and students than an ‘I Can…’ Statement that reads, ‘I can identify factors that…’, but which doesn’t make clear how many factors.
If you are worried that quantifying success criteria puts limits on learning, this can be addressed by the inclusion of the phrase ‘at least’. For example, ‘I can identify at least three factors that…’.
Focused reflection
How well do you currently use this technique?
Is it a technique you will focus on developing?
If so, what are the key features you will focus on (things to do, and not do)?