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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Description

"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. 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, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.
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Product details

  • Paperback | 184 pages
  • 187 x 231 x 15.24mm | 380g
  • Corwin Press Inc
  • Thousand Oaks, United States
  • English
  • 1506389988
  • 9781506389981
  • 68,325

Table of contents

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
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About Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. Professor John Hattie 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 the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. Learn more about his research at www.corwin.com/visiblelearning.

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego's urban schools. Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as Assessment-capable Visible Learners and Engagement by Design.
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