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Teaching Strategies That Create Assessment-Literate Learners - Book Cover

Teaching Strategies That Create Assessment-Literate Learners

By: Anita Stewart McCafferty, Jeffrey S. Beaudry

Foreword by Rick Stiggins

The seven strategies of assessment for learning and five keys of quality assessment this book examines will help produce learners ready to support their own progress.

Full description

Teaching Strategies That Create Assessment-Literate Learners - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506382098
  • Published By: Corwin
  • Year: 2018
  • Page Count: 248
  • Publication date: April 12, 2018

Price: $39.95

Price: $39.95
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Your go-to guide for using classroom assessment as a teaching and learning tool!

How can we bring students into the assessment process as full partners in ways that help them become owners of learning?

Becoming an assessment-literate learner means understanding where you are going as a learner, where you’re at now, and what you need to do to reach a learning goal. This book unpacks seven strategies of assessment for learning, along with the five keys of quality assessment, in a practical vision of quality assessment used to support and certify learning. With a focus on high-impact classroom practices, this book offers

  • Clear and relevant examples of assessment for learning strategies in specific subject matter contexts
  • Visual learning progressions for use in a self-assessment checklist and professional development
  • Additional material and examples on an author-created website

When we take a balanced approach to assessment and give students the tools and skills to support their own progress, students and teachers win. This book gives you the strategies and examples to make this possible.

“This is the book that practitioners have been waiting for: Assessment kept simple—its importance and how to do it, with plenty of support and templates to ensure success.”
—Ken Darvall, Principal
Tema International School



Anita Stewart McCafferty photo

Anita Stewart McCafferty

Dr. Anita Stewart McCafferty is Assistant Professor of Educational Leadership at the University of Southern Maine and serves as Department Chair. She also serves as Co-Director of Southern Maine Partnership, a university-preK-12 consortium of 30-plus districts and the USM Educational Leadership Department. Anita is passionate about professional learning done well. Her research interests include assessment literacy; the impacts of technology and social media on the work-life balance of principals; teacher and principal feedback and evaluation processes and results; middle level education; and experiential learning/service learning. Prior to joining USM, Anita served as a middle school principal, assistant principal, professional development provider, and classroom teacher. She can be reached at anita.stewart@maine.edu or by Twitter @AnitaStewartMcC
Jeffrey S. Beaudry photo

Jeffrey S. Beaudry

Dr. Jeffrey S. Beaudry is a Professor of Educational Leadership at University of Southern Maine. Dr. Beaudry spends his time focusing on high impact classroom assessment and leadership strategies. He is passionate about the use of visual thinking and assessment for learning. Since 2009 he has co-authored numerous publications, books and articles about critical thinking, visual representations and concept mapping. As an instructional designer he enjoys going deeper into assessment for learning (formative assessment). He is most proud of his time as co-director of the Southern Maine Partnership, a regional collaboration of schools and the University of Southern Maine, and the collaboration with other regional partners in Maine (Penobscot River Educational Association, and the Northwoods Partnership). The next step is the publication of this book about high-impact strategies for teaching, learning and assessment.

Table of Contents

Table of Contents



List of Contributors

About the Authors

Chapter 1. Introduction to #assessmentliteracy

Assessment Literacy

Classroom Assessment: A Brief History of the Impact of the Field

Classroom Assessment: Today’s Dialogue About High-Impact Practices and Strategies

The Era of Rapid Response: Our Concerns About the Commercialization of Formative Assessment

Assessment Literacy: It’s About the Teachers and Their Leaders

Chapter 2. Contextualizing Assessment Within Curricula and Instruction


Backward Planning in a Proficiency-Based or Standards-Based Context

Designing Forward and Backward

Assessment Traps

Need for Assessment-Literate Leaders

What Is Effective School Leadership?

Types of School Leadership


Chapter 2 Appendix: U.S. History Assessment Task and Rubric

Chapter 3. The Convergence of Research and Practice: Seven Strategies of Assessment for Learning Meets High-Impact Strategies

Learning Progressions for High-Impact Assessment for Learning Strategies: From Surface to Deep Practice


Chapter 4. Clear Learning Targets: Clarity Is the Goal!

Clear Learning Targets: The Progression of Strategies for High Impact

Curriculum Context for Clear Learning Targets

A Primer on Cognitive Models: Identifying, Organizing, and Communicating Clear Learning Targets From Standards Documents

Classroom Strategies to Influence Clear Learning Targets: From “As Is” Standards to “I Can . . . This Means” Statements

Learning Progressions

A More In-Depth Look at Clear Learning Targets Using Next Generation Science Standards as an Example

Concept Maps and Deconstructing Standards

Combining Clear Learning Targets Strategies

Concerns About Creating Learning Progressions: Avoid the Traps

Grading, Scores, and Learning Progressions


Chapter 5. Mapping, Visual Literacy, and Assessment for Learning

What Is Visual Literacy? Why Is It Important?

High-Impact Visual Learning Strategies: Mind Mapping, Concept Mapping, and Visual Representations

Primer: What Is a Mind Map?

Primer: What Is a Concept Map?

Mind Mapping in Practice

Concept Maps in Action

Using a Concept Map to Make Comparisons and to Understand Similarities and Differences of Concepts

Graphic Organizers + Concept Maps + Sketches = Fluent Visual Literacy


Chapter 6. Putting Feedback Into Action

Giving and Receiving Feedback: Creating a Culture Receptive to Feedback

Using Objects to Understand How One Prefers to Receive Feedback

Educators Need and Deserve Formative Feedback, Too!


Chapter 6 Appendix: Earth-Sun-Moon System Pre-Self-Assessment and Teacher Feedback Case Study

Chapter 7. Metacognition, Self-Assessment, Goal Setting, and Reflection: GPA Matters! (Goals, Plans, and Actions, That Is!)

Meet Our Friend Ed

Fully Developed Rubrics

The Next Steps Rubric: A Bridge Between Standards and Fully Developed Rubrics

Clear Learning Targets

Descriptive Feedback

Self-Assessment and Goal Setting

Working in Concert With Fully Developed Rubrics

How and When to Use the Next Steps Rubric for Maximum Impact

Linking Metacognition and Student Success

The Anatomy of the Next Steps Rubric: Form, Function, and Flexibility

Educators Benefit From the Next Steps Rubric, Too!

Summary of the Next Steps Rubric

Other Self-Assessment, Goal Setting, and Reflection Tools


Chapter 8. Diagnosing Student Learning Needs During the Learning Process

Using Questions to Diagnose and Improve Student Learning

Why Use Questioning?

What Does the Research Say About Questioning?

What Can I Do to Improve My Questioning Skills, You Might Ask?

Teaching Productive Discourse: Using Classroom Discussions Effectively to Diagnose Learner Needs

Visual Thinking Strategy: Classroom Discussion Protocol


Chapter 9. The Whole Learner and Nothing But the Learner

A Key Standard of Quality: Assessment-Literate Learners

So, What Else About the Learner?

Deep Dive: What Is Grit?

Metacognitive Learning Strategies—A Deep Dive

Metacognitive Learning Strategies in Practice—From 21st Century Skills to Habits of Work and Learning

Learner’s Attributes and What She or He May Be Thinking

Mindset Celebrating Errors and Mistakes


Deep Dive: Encounters With Learners


Chapter 9 Appendix: Metacognitive Strategies: Definitions, Effect Sizes, and Examples

Chapter 10. High-Impact Professional Learning Principles and Communities of Practice: Let’s Get It Right!

Standards for Professional Learning


Chapter 11. Professional Learning Strategies and Tools for Creating Assessment-Literate Educators

Common Language and Vetted Resources

Interactive and Immersive Learning Strategies

Self-Assessment, Goal Setting, and Reflection Tools and Strategies

Simplify Sources and Displays of Evidence (Quicker Prompts)

Use of Modules: Bite-Sized Professional Development

Grow Assessment-Literate Leaders Within and Outside of One’s District and/or Partnership: Creating a Partnership of Partnerships

Finding the Sweet Spot: Embed Assessment Literacy Into Other Professional Development Initiatives: It Is the Plate!


Chapter 12. Assessing Student Growth and Teacher Effectiveness

Overview of Foundational Skills for Sound Assessment of Student Growth and Proficiency

Assessing What Matters Most in Social Studies-Historical Thinking Example: A Case Study in Student Growth Models


Chapter 12 Appendix: Historical Thinking and Summarizing

Chapter 13. The #assessmentliteracy Challenge

Take a Creative Deep Dive: Express-a-Book, Video, Podcast, or Article

Following the Flow of Ideas and Finding Your Happy Place

What Will Be Your Next Steps in Your Assessment Literacy Journey?

Chapter 13 Appendix A: What Is Quality? High-Impact Teaching Strategies Meet Zen and the Art of Motorcycle Maintenance by Robert Pirsig (1974)

Chapter 13 Appendix B: Art, Fear, and High-Impact Teaching and Learning Strategies





Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

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