So What Do They Really Know?: Assessment That Informs Teaching and Learning

In So, What Do They Really Know?: Assessment That Informs Teaching and Learning, Cris Tovani continues her dedicated quest to help adolescent learners develop comprehension and communication skills introduced in I Read It, But I Don’t Get It (2000) and Do I Really Have to Teach Reading? (2004). In this text, Tovani introduces ways in which she effectively uses informal assessing to guide and adjust her instruction as well as introducing a workshop model for instruction in the classroom.Chapter 1: Assessment Doesn’t Have to Be the EnemyTovani examines the savviness of students who can pass tests without really learning the materials as well as the students who cannot demonstrate their understanding on a standard test in the classroom. She also revives her elementary assessment methodology to examine students’ needs, identify their strengths, and give valuable feedback on progress. Tovani also emphasizes finding the right tool to assess understanding.Chapter 2: Let’s Get PersonalCris provides simple tools that can be used to get to know the students and to understand their perspectives. This in turn helps to build relationships in the classroom so that communication becomes more honest and rich. Cris also looks at their interests and emotions to gauge how to entice the students into more authentic and reflective thinking, writing, and conversing.Chapter 3: Game-Time AssessmentTovani took inspiration from athletic coaches to develop and hone her workshop concept where only a fourth of the class time is spent on direct instruction. The students spend the rest of the time working (practicing) while Tovani conferences with the students and plans. Tovani’s methods within the workshop model invite students to take ownership in their learning.Chapter 4: Off the Field and into the ClassroomThroughout this chapter, Cris delineates the time increments and steps in the workshop model as well as the formative assessments being implemented. Assessments are used as guides for determining learning targets, modeling learning, assessing understanding, and meeting students’ individual needs.Chapter 5: Annotations: A Trustworthy Source of DataIn this chapter, Cris stresses the importance of annotating as a way for students to show their thinking and as a way to gauge understanding as well as to focus instruction in future lessons.Chapter 6: Feedback That FortifiesAs a teacher, Cris uses the students’ annotations to direct positive feedback while encouraging students to think more deeply. This conferencing is both beneficial to student and teacher and in turn builds trust.Chapter 7: Grading is Killing MeThis chapter culminates with the examination of the differences between grading and assessing. Tovani invites readers to examine their own beliefs in grading and assessing as well their instructional planning and practices.I appreciate Cris Tovani’s passion for doing what is best for students to help them become investors in their own education. Her writing style is straight-forward with plenty of real-life application from her own classrooms. When contacted about how her instructional strategies work with English Language Learners, she shared, “I am currently teaching English Language Learners and I notice that the practices in my book help me to see what kids know and need on a daily basis. I don’t grade everything. I look for patterns of confusion and evidence of understanding so I can make small shifts in my instruction. These shifts assist me in meeting more needs of my students.”Teachers of students in grades 6-12, would find this book valuable in accessing ways in which to lead students into more authentic and reflective thinking, writing, and conversing.

I've been a big Cris Tovani fan and use her resources relentlessly in my classes. I understand the value of working with the reader and I greatly appreciate Cris's realistic, down to earth, real life approach. She gets kids. She understands their minds and hearts as readers. That approach has helped me with my students. As teachers, we want our students to get it and to really know it. Far too often, it's easy for many of our students to fake and camouflage their way through reading; to let things slide. Reading takes work. It takes effort. But if we make the effort to work with our students to make sure they do get, we'll turn on a light bulb that may never turn off.

Enjoyed reading. It was perfect reference book for my class I was taking.

Cris Tovani has an inimitable way of communicating what works in a classroom. She "gets it" regarding building meaningful relationships with all students. She knows how to answer every skeptic's critique about what won't work or isn't worth trying. She's an inspiring educator.

Tovani writes in an easy-to-read manner. Here, she explains how to use formative assessment students through their discussions, writing, and other various means. This is a great way to start to meet the individual needs of all students.

Tovani is on the cutting edge of teaching philosophy, and helps us teach to how kids learn. Any books by her will only improve your teaching strategies and how you think about and plan assessments.

Has helped me in preparing to teach in an Elementary school.. It is an amazing method of finding out what a child really knows when you assess their knowledge.

I had the opportunity to participate in an ongoing professional development with Cris Tovani - she's the real deal. She hasn't left the classroom! She continues to teach while writing and training, so everything she professes it based on authentic experience.