List of Figures, Tables, and BoxesPrefaceChapter 1: Introduction to Formative AssessmentOverviewWhat About Grading?Three Guiding QuestionsFormative Assessment Influences Learning through FeedbackFormative Assessment and Self-Regulated LearningClassroom Culture and Formative AssessmentChapter 2: Actionable Principles of Formative AssessmentOverviewMiddle School ClassroomElementary Mathematics LessonDiagnostic ItemsSelf-Regulated Learning, Self-Efficacy, and MotivationChapter 3: Clear Learning Goals and CriteriaOverviewLearning Goals Derived From StandardsLearning Goals Derived From Learning ProgressionsPerformance and Product Criteria Performance CriteriaProduct CriteriaChecklistsRubricsGoals, Criteria, and Self-RegulationCo-Constructing Criteria With StudentsChapter 4: Collecting and Interpreting Evidence of LearningOverviewCollecting and Interpreting Evidence as Students WorkCollecting and Interpreting Evidence of Learning From Diagnostic ItemsCollecting and Interpreting Evidence of Learning From Parallel Tests Collecting and Interpreting Evidence of Learning With Technology Researcher-Developed ToolsOnline Assessment Response ToolsEvidence QualityValidity in Formative AssessmentReliability in Formative AssessmentFairness in Formative AssessmentUsing the Evidence Collecting and Interpreting Evidence of Learning From Themselves: Student Self-AssessmentCollecting and Interpreting Evidence of Learning From PeersStudent Interpretations of FeedbackChapter 5: Taking ActionOverviewTeachers Taking ActionContinue With the Lesson as PlannedMake Immediate Instructional AdjustmentsModelingPromptingQuestioningTellingExplainingDirectingProviding FeedbackMake Plans for Subsequent LessonsStudents Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success CriteriaSumming Up and Moving Forward