To use formative assessment well, teachers must experience a major cultural change from teacher-led instruction to a partnership of intentional inquiry between teacher and student, with better teaching and learning as the outcome. In the updated second edition of Advancing Formative Assessment: A Guide for Instructional Leaders, authors Connie Moss and Susan Brookhart emphasize their learning target theory of action, which underpins all of the interrelated elements of formative assessment. In this webinar, they will explore how learning targets and success criteria serve as the engine that drives teacher instruction and the connection between these targets and each element of formative assessment, particularly student self- and peer assessment.