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| Acknowledgments | p. vii |
| Introduction | p. 1 |
| The Lay of the Land: Essential Elements of the Formative Assessment Process | p. 5 |
| Leveling the Playing Field: Sharing Learning Targets and Criteria for Success | p. 24 |
| Shifting from Correcting to Informing: Feedback That Feeds Forward | p. 44 |
| Achieving More with Focus: Fostering Student Goal Setting | p. 60 |
| Helping Goal-Setters Become Active Goal-Getters: The Role of Student Self-Assessment | p. 79 |
| Enriching Classroom Discourse: Planning For and Asking Strategic Questions | p. 96 |
| Valuing Critical Thinking and Inquiry: Engaging Students in Asking Effective Questions | p. 114 |
| Creating a Culture of Intentional Learning: Taking Formative Assessment Schoolwide | p. 134 |
| References | p. 152 |
| Index | p. 158 |
| About the Authors | p. 164 |
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