ABSTRACT
This chapter helps to explain how significant the factors "time on task," "providing formative evaluation," and "response to intervention" are. It also helps to explain why assignments, tests, quizzes, and so forth are among the most important means of making student learning as well as the teacher's influence visible. The chapter explains how a sensible use of interpreting artifacts of student work can contribute to the cultivation of this mindframe. In the chapter, the author refers to "assessments" as any task that the teacher or students uses to evaluate questions such as How are they going? Where are they going? and helps address Where to next? Three factors in Visible Learning that demonstrate what makes up a professional mindframe in this context are "time on task," and the already mentioned "providing formative evaluation," and "response to intervention." Worksheets that resemble artwork are certainly nice to look at, but they often have a critical shortcoming when it comes to learning.
