Developing Assessment Capable Visible Learners
Maximizing Skill, Will, and Thrill


Who should attend this workshop?

If your goal is to make learning visible for students and for students to become their own teachers, this session is for you. We explore the characteristics of assessment-capable visible learners; learners who know their current level of performance, know where they are going, accept the challenge of learning, and monitor their progress. Create classrooms that allow students to become assessment-capable requires changes in student-teacher interactions as well as the design of meaningful experiences that impact learning.

At this workshop we reveal:

  • 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

You'll discover:

  • The best way to introduce students in your school to self-assessment, and how to provide ample opportunities for them to apply it to their own learning
  • The cognitive, metacognitive, and motivational strategies that fuel student progress
  • How to create a classroom environment that views mistakes as a chance to learn
  • The alignment of high-impact literacy practices, as defined by Hattie's seminal work, with phases of learning, will get you working smarter not harder.

John Hattie

Professor John Hattie is an award-winning education researcher and best-selling author with over 25 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of over 25 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.