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Developing Assessment-Capable Visible Learners, Grades K-12
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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

About the Author

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 teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu.

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