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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill
"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 "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.
―Nancy Frey, Douglas Fisher, and John Hattie
Imagine students who describe their learning in these "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.
184 pages, Paperback
Published February 14, 2018
34 people are currently reading
66 people want to read
About the author
Nancy Frey
405 books14 followersNancy Frey, Ph.D., is an educator and Professor of Literacy in the Department of Educational Leadership at San Diego State University.
Shehas taught at the elementary, middle, and high school levels and is a teacher-leader at Health Sciences High and Middle College.
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Shehas taught at the elementary, middle, and high school levels and is a teacher-leader at Health Sciences High and Middle College.
Sign up for our newsletter at fisherandfrey.com
Thank you for visiting my author page. Be sure to Follow this page to receive updates. And thank you for your reviews!
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Displaying 1 - 13 of 13 reviews
May 22, 2019
Great strategies, and great perspective for teachers.
June 24, 2019
This is what I hope for all learners, including teachers.
July 23, 2019
This book looks at research compiled by John Hattie. While there exists some controversy surrounding Hattie's meta-analysis and some of the way it has been interpreted. With that in mind, I find it good to approach the findings in the book with a grain of salt.
However, many of the practices outlined by the authors hold true for me and my fourteen years of experience teaching in an urban secondary school. What I appreciate about the book is how it connects various practices that have been popular for decades.
Asking teachers to be experts in their fields, capable of identifying and outlining scope and sequence of skills, develop objective based instruction, and providing timely and actionable feedback are not new to the this book. Yet, this book takes the time to show how these practices work together to empower students.
Further, this book does not tell teachers what to teach; instead, it tells teachers how to build foundations of instructional practices. Most of all, it asks teachers to be explicit in their objectives, instruction, and assessment. This enables students to determine how they are being assessed and then use these criteria to assess themselves. Through this practice, students success is less dependent on the subjectivity of teacher opinion and mood. Rather, students are given access to the strategies used for developing specific skills and criteria used to define mastery.
As students are provided insight and access to this type of information, they become more capable learners and more independent learners.
Are there places that the book tends to over-promise, sure. Each year I work with students are reticent to engage in even simple tasks. Getting them to show up to class is considered a monumental success. This book teases at the idea that if students know the purpose for why they are learning, we are more likely to get them engaged. For students who have been lost in a system incapable of supporting them, a teachers purpose or institutional purpose does little to incentivize them to engage. There is no single book or structure that can meet this challenge alone.
This is where relationship building, school size, and community involvement can make a bigger difference than what is being proposed in this book. This book deals with issues of instruction for students who are motivated enough to show up to class and engage in some level of work once they arrive.
However, many of the practices outlined by the authors hold true for me and my fourteen years of experience teaching in an urban secondary school. What I appreciate about the book is how it connects various practices that have been popular for decades.
Asking teachers to be experts in their fields, capable of identifying and outlining scope and sequence of skills, develop objective based instruction, and providing timely and actionable feedback are not new to the this book. Yet, this book takes the time to show how these practices work together to empower students.
Further, this book does not tell teachers what to teach; instead, it tells teachers how to build foundations of instructional practices. Most of all, it asks teachers to be explicit in their objectives, instruction, and assessment. This enables students to determine how they are being assessed and then use these criteria to assess themselves. Through this practice, students success is less dependent on the subjectivity of teacher opinion and mood. Rather, students are given access to the strategies used for developing specific skills and criteria used to define mastery.
As students are provided insight and access to this type of information, they become more capable learners and more independent learners.
Are there places that the book tends to over-promise, sure. Each year I work with students are reticent to engage in even simple tasks. Getting them to show up to class is considered a monumental success. This book teases at the idea that if students know the purpose for why they are learning, we are more likely to get them engaged. For students who have been lost in a system incapable of supporting them, a teachers purpose or institutional purpose does little to incentivize them to engage. There is no single book or structure that can meet this challenge alone.
This is where relationship building, school size, and community involvement can make a bigger difference than what is being proposed in this book. This book deals with issues of instruction for students who are motivated enough to show up to class and engage in some level of work once they arrive.
May 4, 2018
This book has possibly the worst and clunkiest title *ever* created, but it is powerful, inspiring, and useful. Frey and Fisher draw on John Hattie's research to study, in their words, "the characteristics of assessment-capable visible learners and the teachers [and schools] who create them". Their presentation is clear, well-organized, accessible, and straightforward, inspiring and urgent. Hugely recommended!
July 4, 2018
This book shares a great picture of the power present in students who have a clear understanding of what they need to learn and how they can get there. But the book doesn’t leave it at the vision; it shares strategies for how educators can get students to that place. This is a practical resource for teachers and administrators alike, and is especially valuable for teams and schools looking to make this kind of change within the culture of the school.
November 12, 2021
This book was really good. My only issue was that I had a copy online and I find it much harder to absorb the material on my computer than when I have a paper copy. I did highlight a lot of sections, particularly about learning intentions and success criteria. I also found the accompanying videos were very good and had great information in them. I would recommend this book to others that are looking to create assessment-capable visible learners or leaders of their own learning.
December 10, 2020
This book has SO many strategies for those looking to add to their practice for assessment - it also does a really nice job of explaining that assessment doesn't just have to be preparation for a standardized test. There are so many ways to understand what students know and to help them drive their own learning. I would whole heartedly recommend to any educator.
May 27, 2018
Loved this book for its take on formative assessment. I'm already using it to deliver professional learning and can't wait to use it for a book club study through my work this fall!
February 13, 2020
How to teach students how to learn. Fantastic research-based book, using effect sizes from Hattie’s work.
August 19, 2020
A very inspirational read that clearly outlines the kinds of students we should be developing in the 21st century. I'm looking forward to implementing this theory in my practice this year.
December 24, 2020
This is an absolutely awesome, must read book. Read it for the second time, slowly, taking notes and digesting. This would make a great school wide book study.
December 31, 2024
Used this in a master class. There were some great ideas throughout the book. Some of the ideas were more of a challenge to enact as a special area teacher but it is always great to hear new ideas.
May 8, 2025
I really liked this book. It included lots of great pedagogical best practices that build successful, empowered, agentic learners.
Displaying 1 - 13 of 13 reviews