Cover -- Title -- Copyright -- Contents -- List of Figures, Tables, and Boxes -- Preface -- 1 Introduction to Formative Assessment -- Overview -- What About Grading? -- Three Guiding Questions -- Formative Assessment Influences Learning Through Feedback -- Formative Assessment and Self-Regulated Learning -- Classroom Culture and Formative Assessment -- 2 Actionable Principles of Formative Assessment -- Overview -- Middle School Classroom -- Elementary Mathematics Lesson -- Diagnostic Items -- Self-Regulated Learning, Self-Efficacy, and Motivation -- 3 Clear Learning Goals and Criteria -- Overview -- Learning Goals Derived From Standards -- Learning Goals Derived From Learning Progressions -- Performance and Product Criteria -- Performance Criteria -- Product Criteria -- Checklists -- Rubrics -- Goals, Criteria, and Self-Regulation -- Co-Constructing Criteria With Students -- 4 Collecting and Interpreting Evidence of Learning -- Overview -- Collecting and Interpreting Evidence as Students Work -- Collecting and Interpreting Evidence of Learning From Diagnostic Items -- Collecting and Interpreting Evidence of Learning From Parallel Tests -- Collecting and Interpreting Evidence of Learning With Technology -- Researcher-Developed Tools -- Online Assessment Response Tools -- Evidence Quality -- Validity in Formative Assessment -- Reliability in Formative Assessment -- Fairness in Formative Assessment -- Using the Evidence -- Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment -- Collecting and Interpreting Evidence of Learning From Peers -- Student Interpretations of Feedback -- 5 Taking Action -- Overview -- Teachers Taking Action -- Continue With the Lesson as Planned -- Make Immediate Instructional Adjustments -- Modeling -- Prompting -- Questioning -- Telling -- Explaining -- Directing -- Providing Feedback