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Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Learner's Notebook - Book Cover Look Inside

Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Learner's Notebook

By: Douglas Fisher, Nancy Frey, John Allan Hattie, Karen T. Flories

Designed to be used with the Becoming a Visible Learner Teacher’s Guide, these notebooks continue the journey of Visible Learning by helping students monitor their own learning journey. 
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506387031
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2018
  • Page Count: 168
  • Publication date: July 12, 2018

Price: $13.95

For Instructors

This book is not available as an inspection copy. For more information contact your local sales representative.


Continue the Visible Learning Journey With Your Students

The power of Visible Learning is simple yet transforming: Help your students understand how to learn, and they can become their own teachers. 

These learner’s notebooks are the first of their kind to continue the journey of Visible Learning by helping students monitor their own progress. With an emphasis on developing and strengthening foundational metacognitive skills, the notebooks guide students to understand what they’re learning, why they’re learning it, and the strategies they need along the way.

Even young learners will become more focused as they use the notebook’s metaphor of a trip to prepare for and embark on their learning journey.

Structured to support an entire school year’s worth of learning, these notebooks help every student in your class achieve success by putting the power of Visible Learning at their fingertips.

Includes 10 Learner's Notebooks



Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include Visible Learning in Literacy, This Is Balanced Literacy, Removing Labels, and Rebound. Nancy is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
John Allan Hattie photo

John Allan Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 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 10 Mindframes for Visible Learning.
Karen T. Flories photo

Karen T. Flories

Karen Flories is currently a full-time professional learning consultant for Corwin. In her role, she works with teachers and leaders across the nation to understand the Visible Learning research and use it as a guide to inform decisions about what best impacts student learning. Karen also facilitates professional learning centered on teacher clarity, formative assessment, feedback and works hands on with teachers and leaders to drive learning at surface, deep and transfer levels. Most recently, Karen and her colleagues have developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+.

Focusing on sustained change in teacher practice, the PLC+ framework builds capacity within teacher-led teams to maximize student learning. The books, PLC+ Better Decisions and Greater Impact by Design, The PLC+ Playbook, Grades K - 12, The PLC+ Activator’s Guide will support this work in schools and classrooms. Other publications include, Becoming an Assessment Visible Learner Teacher’s Guide 6-12, Becoming an Assessment Visible Learner Learner’s Notebook 6-12, Becoming an Assessment Visible Learner Teacher’s Guide 3-5, Becoming an Assessment Visible Learner Learner’s Notebook 3-5.

Prior to her role with Corwin, Karen was the Executive Director of Educational Services for 5 years and Director of Literacy and Social Studies in VVSD for 2 years, after serving as the English Department Chair for Romeoville high school. Karen’s classroom experience includes high school English, special education, and alternative education. During her time at the district level, Karen led the implementation of Visible Learning specifically focusing on teacher clarity, classroom assessment and feedback. Karen’s presentation style is highly engaging and focuses on participants being able to understand and apply specific practices in their school or classroom based on solid evidence, instruction for secondary students, PLC facilitation, close reading, and text-dependent questions. She is a National Board-Certified Teacher and currently teaches 11th and 12th grade English at Health Sciences High and Middle College, an urban high school in San Diego, California.

Table of Contents

Table of Contents


     Lesson 1: What is Learning?

     Lesson 2: Becoming an Assessment-Capable Visible Learner

     Lesson 3: Setting Mastery Goals

     Lesson 4: Learning Intentions and Success Criteria: What? So What? Impact

     Lesson 5: What Does Success Look Like?

     Lesson 6: Using Success Criteria to Monitor Your Progress

     Lesson 7: Taking on the Challenge of learning

     Lesson 8: Selecting the Right Strategies in Your Learning

     Lesson 9: Learning How to Learn

     Lesson 10: Is it Time for Feedback?

     Lesson 11: Asking the Right Questions to Get the Feedback You Need

     Lesson 12: Seeing Errors as Opportunities to Learn

     Lesson 13: Using Self Questioning to Guide Your learning

     Lesson 14: Peer Teaching with Think Alouds

     Lesson 15: Peer Teaching with Reciprocal Teaching

Tools and Templates

     Conceptions of Learning Survey

     Assessment-Capable Learner Self-Assessment

     Student Goal Setting Template

     Learning Intentions and Success Criteria Self-Assessment

     Co-Constructing Success Criteria Template

     Using Success Criteria to Monitor Your Progress

     Learning Strategies Checklist

     Study Skills Student Checklist

     Is It Time For Feedback? Checklist

     Reflecting on Errors as Opportunities to Learn Template

     Feedback Cards - Asking the Right Questions to Get the Feedback You Need

     Peer Teaching with Think Alouds Checklist

     Peer Teaching with Reciprocal Teaching Sentence Starters

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