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Students

I'll speak generally for teachers by saying that we like schools: the classrooms, labs, hallways, theaters, and gymnasiums conjure good memories. Many of us gravitated back to school for our careers based on these positive experiences. I have come to realize, however, that many students' feelings about school range from passive disinterest to abject fear. For these kids, coming to school is a struggle. So I first want to acknowledge all students: without you, this book simply wouldn't exist. Thank you for your honesty, courage, and feedback. Thank you for teaching me to listen.

I also want to acknowledge a few specific students. Malaina, thank you for providing the quote that in many ways encapsulates the theme of this book: "No one knows me like I know me." Xavier, thank you for digging into your school experience and providing a candid appraisal. Rayman, thank you for raising a valid concern about assessment and being willing to engage in conversation about it. I wish many more students would do the same.

Educators

To the thousands of educators I've met since starting this journey into assessment, thank you for your curiosity, passion, and willingness to learn. Your questions and our conversations have pushed my thinking and caused me valuable discomfort. I want to especially thank the teachers who contributed their voices, resources, experiences, and opinions to this book: Josh Almoite, Shona Becker, Helen Carelse, Josh Eastwood, Melanie Henning, Joelle Hernandez, Sydney Jensen, Nick Kast, Nicola Korvin, Scott McIntosh, Marnie Mennell, Tristan Mennell, Barry Morhart, Paige Mullins, Mark Osborn, Russ Reid, Elizabeth Salinas, Kari Straube, Rachel Stubbert, Troy Stubbert, Dave Van Bergeyk, and Tim Van Ness. To Scott McIntosh, Paige Mullins, and Russ Reid in particular, thank you for allowing me to spend extended periods of time with your students, delving deep into how we can assess with them. You are remarkable educators.

Thank you to the school and district leaders who provided opinions and opportunity: Brandon Blom, Judith King, Don MacIntyre, Todd Manuel, Naryn Searcy, and Alan Stel.

Chris Van Bergeyk, I think you were right when you said, "Our years at Summerland Secondary might just turn out to be some of the best years ever." Thank you for modeling leadership, compassion, and vision. Your thoughts, suggestions, and diversions had an incredible impact on my work, and this book in particular. Your feedback of "Myron, that's surprisingly good" offered measured support while keeping my ego in check.

Tom Guskey, not only have you been an incredible source of knowledge, but also, more important, you model honesty, selflessness, and authenticity. Ken O'Connor, there's no way I'd have put a dent in this thing called assessment without your influence, direction, and support. (Sloane says hi.)

To Sherry Bennett, recently retired from the Alberta Assessment Consortium (AAC): seldom do I come back from delivering professional development feeling as though I did the bulk of the learning. Your work with the AAC is amazing, and the conversation around rubrics in this book owes much to you. Celeste Kidd, thank you for the enlightening conversations surrounding your experiences and research. You provided an invaluable perspective.

John Hattie, thank you for writing the thoughtful foreword to this book. What I am even more grateful for, however, is what I gleaned from our conversation in Melbourne in 2019. I was well into writing my second book when you asked me about it. After I gave a brief description, you gave your candid appraisal: "That sounds kind of boring." When you asked if I had anything else in mind, I commented that I'd considered writing about "giving students a say" in assessment, and you immediately responded, "Write about that!" Your polite yet pointedly honest redirect resulted in this book. I agree that my original plan was boring. (Elijah says hi.)

Other contributors

Carter Bryant, Leslie Hasselbach Adams, and Dan Laak, thank you for providing your sports expertise and perspective at key points in this book. You demonstrate that we can learn so much from our desire to compete.

Genny Ostertag, Miriam Calderone, Ken Cornwell, and the rest of the team at ASCD, you have provided me with a voice on a much larger stage than I ever could have imagined. Your professionalism and direction have been invaluable.

Garth and Tammy Larson and all the people at First Educational Resources, thank you for taking a chance on me many years back and giving me my first major keynote opportunities. As well, thanks for letting me explore a range of topics with the educators who attend your fantastic events.

Friends and family

Lorne Siemens, thank you for that feed mill job I mention on page 111. I learned so much during my time there, and your impact proves that some of our best teachers are not found in schools. Paul Girard, thank you for helping me coach our sons in volleyball. Your insights and opinions have led me to look at situations through the invaluable "noneducator" lens. Oh, and your adage "I'm trying to be less wrong every day" is as funny as it is apt. Jeremy Hiebert, since elementary school, you've been a sounding board, voice of reason, and constructive critic. In recent years, our mountain bike climb conversations have helped shape my thinking about learning and life. Ben Arcuri, somehow we've melded the joys and challenges of building projects, parenting, surfing, and just about everything else with our assessment chats. A special thanks to you and Jessa for serving as backup when needed—especially for Elijah and Sloane.

To Tracey, Elijah, and Sloane: I couldn't imagine tackling a project like this without your patience, understanding, and unconditional support. I know I've taken liberties sharing our stories, images, and experiences when they illustrate a point or serve as real-life examples; thank you for granting me this license. Finally, some of the hundreds of hours spent writing this book were carved out of precious family time. I've never understood how you three navigate these challenges without a hint of frustration or judgment. Thank you.