Grading Visible Learners

Learning With Fluidity, Not Finality

Dave Nagel, Bruce Potter

$75.99

Paperback

Forthcoming
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English

Corwin Press Inc
14 June 2025

Curriculum planning & development; Examinations & assessment; Adult education, continuous learning

Transform your grading and assessment practices into powerful tools for student success

When we implement a grading system that prioritizes completion and compliance and penalizes students who take risks, we disrupt the learning journey—not further it. It′s time to align how we grade with what we know from research works best and help move learning forward for all students.

Grading Visible Learners provides educators with practical solutions for improving grading approaches, actions, and practices as well as concrete tools and strategies teachers and collaborative teams can adapt and use in their classrooms and schools right away. Inside you′ll find

Traits to promote in students so they can drive their own learning Examples of grading and feedback actions that foster assessment capability in students Tools, templates, and work samples to help you improve your grading practices Guidance on how to promote goal-setting as well as help teachers and students view grades as feedback rather than an ending point in the learning journey Multiple ways for students to show growth and progress

In this hands-on guidebook, you will discover how to best impact learning and ensure that grading serves as a constructive tool and conduit to maximizing impact on student learning rather than a hindrance to student success.

By: Dave Nagel, Bruce Potter
Imprint: Corwin Press Inc
Country of Publication: United States
Dimensions: Height: 254mm, Width: 177mm,
Weight: 480g
ISBN: 9781071934296
ISBN 10: 1071934295
Pages: 232
Publication Date: 14 June 2025
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Forthcoming

Dave Nagel has been a professional developer and educational consultant both nationally and internationally since 2003 and has done so as his primary job in education since 2008. Prior was a middle and high school science teacher and administrator in a large district in Indianapolis. As a school leader at Ben Davis High School (enrollment 3000 students) Dave was instrumental in developing a focused plan for differentiated goals for students based on specific proficiency measures which supported the school in improving its graduation rate 14% in just over 4 years. Dave’s primary areas of expertise are in the areas of effective teacher and leader collaboration, assessment and feedback, and specifically effective grading actions both at the school and classroom level. He has been working specifically with Professor John Hattie’s Visible Learning research since 2011 that is a driving force for all of his work with teachers, coaches, and administrators. He has authored 5 books previous to this one, including four within the PLC+ series of publications (Corwin). Published multiple times in various publications such as Principal Leadership and Educational Leadership, Dave has also presented at various national conferences. Dave has a strong moral aspect, strives to be very relatable and practical when working with people, and has a savvy sense of humor that supports him in his life and work. Dave stays very busy with his beautiful and supportive wife, Kristen, and three boys (ages 20, 15, and 13). He acknowledges every day that the Lord guides his actions and is the driving force in his life. Dave is an independent consultant for Corwin Press and is the owner of NZJ Learning LLC (named after his three boys) and the Founder of The Center for Collaborative Expertise. Bruce Potter is a school administrator with over 30 years experience. Bruce began his career as a classroom teacher and has held leadership roles at the building level as a principal and at the district level as a superintendent for 11 years. In 2013 he secured special legislation which was signed into law by the Governor of New York to open a public school for at-risk and special education students who were identified by their home districts as future high school dropouts. Over a 6 year period, they achieved a graduation rate of 80%. In his current role he is leading his district’s certification as a Visible Learning school through the implementation of effective PLC’s. Over the course of his career he has shared his district’s successes at several national conferences. Bruce is an independent consultant for Corwin Press and is co-founder of the Center for Collaborative Expertise

Reviews for Grading Visible Learners: Learning With Fluidity, Not Finality

""The authors have done a great service by bringing the cornerstone concepts of the Visible Learning methodology together with the practice of grading that actually promotes and focuses on learning."" -- B.R. Jones, PhD ""Grading Visible Learners is a must-read for any educator looking to transform their grading practices and create a classroom where learning is visible, measurable, and impactful. This book masterfully combines research-based strategies with practical applications. It will help educators move away from the commonly held beliefs about grading towards grading practices that align with the research and the principles of Visible Learning to truly impact student growth and achievement. -- Dr. Dan Kalbfliesh ""Grading Visible Learners walks educational practitioners through the necessary steps of implementing the critical components of grading that provide clarity and effective feedback to all stakeholders. This is a must for all educators. Learning is not final, it’s fluid."" -- O’Shean Moran * Principal, Castle Rock Middle School, Billings, MT * ""As a veteran teacher with 25 years of experience, I am always looking to refine my approach to meet the needs of my students and help them reach their potential. The ideas presented in Grading Visible Learners resonate deeply with me. The emphasis on shifting grading from a final assessment to a tool for ongoing feedback is a powerful reminder that our job as educators is to foster continuous growth rather than focus on static performance indicators. Grading should not just be a score but an opportunity for reflection, improvement, and deeper learning. I particularly appreciate the focus on clarity and formative assessment. Over the years, I have seen students benefit most when they understand not just where they stand but also how they can move forward. This book reinforces that grading practices should be flexible and reflective of students′ progress, not just their ability to meet standards at a single point in time. The approach aligns with my and any teacher’s efforts to create a classroom environment where feedback is meaningful and students are empowered to take ownership of their learning. Embracing these strategies will continue to help me grow as a teacher and ensure that my students are not only aiming for a grade, but also developing as independent, confident learners. This is a must-read for any teacher who wants to make sure they are doing grading right!"" -- Jenny Starr * Science Teacher, Green Island UFSD, NY * ""The combination of research and theory combined with practical application tools, examples, and models in this book provides for a useful grading guidebook. It is important for any teacher developing their own grading principles, whether they are beginning their career and looking for an effective grading approach or they are a veteran teacher seeking to improve their current grading practices."" -- Krista Thomsen