Students are more likely to make strides in their classroom performance when there are clear goals and their progress toward those goals is communicated often. Although long-term goals are helpful, it may be equally beneficial for teachers to create short-term goals for students. Likewise, students benefit from feedback on their progress toward long-term goals and logical short-term benchmarks.
In this subscale, we hope to provide teachers with information on whether students recognize goals in the classroom, and whether they are familiar with their progress toward those goals.
ITEMS (-) reverse scored; (d) In development
My teacher and I set goals for my learning.
We track how much we learn in class.
My teacher helps me make plans for how I’ll do my work.
My teacher explains why learning is important.
Classwork and homework clearly build toward a goal that my teacher explained
My teacher sets goals for our learning when we start a new activity or lesson.
See references for this domain. See general strategies for improving scores in this domain