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Developing Assessment-Capable Visible Learners, Grades K-12
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Developing Assessment-Capable Visible Learners, Grades K-12
Maximizing Skill, Will, and Thrill

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January 2018 | 184 pages | Corwin

“When students know how to learn, they are able to become their own teachers.”
—Nancy Frey, Douglas Fisher, and John Hattie

Imagine students who describe their learning in these terms: “I know where I’m going, I have the tools I need for the journey, and I monitor my own progress.” Now imagine the extraordinary difference this type of ownership makes in their progress over the course of a school year. 

This illuminating book shows how to make this scenario an everyday reality in your classroom — one that will significantly increase your students’ capacity to thrive as they take responsibility for their own learning.

With its foundation in principles introduced in the authors’ bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment. Developing Assessment-Capable Visible Learners reveals

  • The most effective types of assessment and how each can motivate students to higher levels of achievement
  • How to introduce students to the tools they will use to support their own learning, along with the know-how they need to choose the right tool for any learning challenge
  • How to create a classroom culture where errors are viewed as opportunities to learn
  • The learning strategies, including cognitive, metacognitive, and motivational strategies, that fuel student progress, and how to give students opportunities to use them
  • Real-world examples of the strategies and tools at work, through classroom scenarios contained in the book and online videos accessible via QR codes

As inspiring as it is practical, Developing Assessment-Capable Visible Learners gives you a clear strategy for empowering each of your students in shaping their own educational success.

About the Authors
Nancy Frey and Douglas Fisher, renowned educator-leaders with more than 41 combined years of K-12 and college teaching experience, currently work full-time at HMSHC. Together with John Hattie, they’ve authored an influential series of bestselling books on Visible Learning.

Dr. John Hattie is an internationally acclaimed author, educator and researcher whose innovative Visible Learning research synthesizes 15 years of studies involving millions of students. He is the Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. 

Read Chapter 1
 
List of Videos
 
Acknowledgments
 
Introduction. The Foundation: Visible Learning
Characteristics of Visible Learners

 
What Is Visible Learning?

 
Conclusion

 
 
Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them
What Does It Mean to Learn?

 
What Fuels Learning?

 
Characteristics of Assessment-Capable Visible Learners

 
High-Yield Influences to Build Assessment-Capable Visible Learners

 
Conclusion

 
 
Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding
Confidence in the Teacher

 
Recognizing When You Don’t Know Something

 
Metacognitive Awareness

 
Assessing in Advance of Instruction

 
Anchoring

 
Conclusion

 
 
Chapter 3. Assessment-Capable Visible Learners... Understand Where They’re Going and Have the Confidence to Take on the Challenge
Learning Intentions and Success Criteria

 
Teacher Clarity

 
Clear Explanations and Guided Instruction

 
Attention in Learning

 
Motivation in Learning

 
Self-Efficacy and Self-Regulation

 
Conclusion

 
 
Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning
Learning How to Learn

 
The Effects of Practice on Learning

 
Teach Students How to Practice, Study, and Learn

 
Problem Solving

 
Create Opportunities to Apply Strategies

 
Conclusion

 
 
Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn
Feedback Fuels Learning

 
A Model of Feedback

 
Create Feedback Opportunities

 
Soliciting Feedback

 
Seeing Errors as Opportunities for Learning (and Celebrating Those Errors)

 
Conclusion

 
 
Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning
Reflective Self-Questioning

 
Collaboration to Foster Self-Questioning

 
Self-Questioning to Reflect on Goals

 
Planning and Organizing to Adjust Learning

 
Conclusion

 
 
Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others
Formative Evaluations That Inform Students

 
Interpreting Their Data

 
Student-Led Assessments

 
Skillful Use of Formative and Summative Evaluation

 
Competency-Based Grading

 
Peer Learning

 
Teaching Each Other With Student Think-Alouds

 
Teaching Each Other With Reciprocal Teaching

 
Conclusion

 
 
Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners
Assessment-Capable Schools Are Filled With Adaptive Learning Experts

 
Assessment-Capable Schools Use Strategic and Flexible Grouping

 
Mindframes of Assessment-Capable Schools

 
Conclusion

 
 
References
 
Index

Supplements

Sample Materials & Chapters

Introduction

Chapter 1


Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day. More About Author

John Allan Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and... More About Author

Douglas Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and most recently, How... More About Author

Also available as a South Asia Edition.

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ISBN: 9781506389981
$36.95