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

About the Author

Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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 10 Mindframes for Visible Learning. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!