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Developing Potentials for Learning:    Evidence, assessment, and progress                  J ohn Hattie            Vis ibl...
Th re e p arts to th e s tory§ To identify major influences on  achievement (us ing 700+ meta-analys es )3. To outline an ...
Influ e nce s on Ach ie ve m e nt ?                  0     Decreased    Zero       Enhanced
R e d u cing C las s S ize on Ach ie ve m e nt?                What is the effect of reducing class                size   ...
E ffe ct on Ach ie ve m e nt ove r tim e ?                                   Reducing                                   Cl...
Th e typ ical influ e nce on ach ie ve m e ntS o what is the typical effect acros s    750+ meta-analys is    50,000 s t...
E ffe ct on Ach ie ve m e nt ove r tim e ?                            Typical                            Effect           ...
D is trib u tion of e ffe cts
Influ e nce s on Ach ie ve m e nt                                   .40                         .30              .50      ...
R ank th e s e 1 1 e ffe cts :    Reducing dis ruptive behavior in the clas s    Feedbac k    A c celeration of gifted ...
R ank th e s e 1 1 e ffe cts : Ans we rs   Reduc ing dis ruptive behavior in the clas s    .86   Feedback               ...
M aj d om ains of inte re s t   or           C urricula           Home           S c hool           S tudent          ...
Th e D is as te rs ...Rank     Category                Influence        Studies   Effects   ES100                 Mobility...
Th e We ll b e lows ...Rank   Category               Influence              Studies   Effects   ES 90               Distan...
N ot Worth it ye t ...Rank    Category                Influence            Studies   Effects   ES 80                Extra-...
Typ ical “ave rage te ach e r” te rritory ...Rank     Category              Influence        Studies   Effects   ES 70    ...
C los e to ave rageRank   Category                 Influence                Studies   Effects   ES 60               Reduci...
Ave rage …Rank   Category                  Influence         Studies   Effects    ES 50               Enrichment on gifted...
G e tting th e re …Rank    Category            Influence          Studies   Effects   ES 40                Questioning    ...
Le t’s h ave th e m ....Rank     Category            Influence           Studies   Effects   ES                    Reading...
E xciting … .Rank    Category                  Influence           Studies   Effects   ES 20                Direct instruc...
The Winners ...Rank    Category               Influence               Studies   Effects   ES 1                 Self-report...
Various Influences             Metas   S tudies    People    E ffects   ES    seTeacher       29      2,052       .5m     ...
Id e ntifying wh at m atte rs                  Percentage of Achievement Variance        Teachers                         ...
Vis ible teaching & Vis ible learning What s ome teachers do!   In active, c alculated and meaningful ways   Providing ...
Vis ib le Te ach ing – Vis ib le Le arning
Te ach e rs C lear learning intentions C hallenging s ucces s criteria Range of learning s trategies Know when s tuden...
S tu d e nts … Unders tand learning intentions A re challenged by s ucc es s criteria Develop a range of learning s tra...
Th e C ontras t A n ac tive teacher, pas s ionate for their s ubject  and for learning, a change agent  OR A fac ilitati...
A ctivator or Facilitator ?An Activator                           A FacilitatorReciprocal teaching                    Simu...
A ctivator or Facilitator ?An Activator                           ES    A Facilitator                       ESReciprocal t...
Te ach ing or Working C ond itions ?Teaching                              ES    Structural/Working ConditionsQuality of te...
A n emphas is on learning s trategies                                     NS    NE     ESC reativity Programs             ...
Mes s age for Learning B alance of s urface, deep, & cons tructed knowing Teac hers preach deep, s tudents s ee s urface...
S e lf R e gu lation Need s urface and deep to maximize  meta-cognition Involves ques tioning our  cons tructions of kno...
S ome worrying details           Influence                  No. of Effect   Effects SizeTeacher training                  ...
As s e s s m e nt and F e e d b ack
As s e s s m e nt…                Influence                    Effect SizeSelf-report grades                              ...
Teaching/Teac hers needs to be  evidence bas edWhenever we test in classes it is primarily to help teachers know: Whether...
P riority to m axim ize F E E D BAC K to TH E TE AC H E R F e e d b ack is inform ation p rovid e d b y an age nt (e .g.,...
P u rp os e of fe e d b ack p rovid e alte rnative s trate gie s to  u nd e rs tand m ate rial incre as e e ffort, m oti...
F e e d b ack is e vid e nce ab ou t: Wh e re am I going? H ow am I going? Wh e re to ne xt?
E nh ancing Le arningGapHow???Levels
S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)   Mode...
S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)   Mode...
S u m m ary of e ffe ct-s ize s re lating to typ e s of     fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)  ...
S u m m ary of e ffe ct-s ize s re lating to typ e s of  fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Mode...
S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)    Mod...
S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)    Mod...
Th u s … Provide correct feedback          .43 A bout previous attempts          .55 Related to more difficult goals   ...
As s e s s m e nt and F e e d b ack:as TTle (As s e s s m e nt Tools for Te ach ing andLe arning)
Wh at is Vis ib le Le arning? Where are we going?    re late d to b oth th e rich id e as und e rlying     the curricul ...
Wh at is Vis ib le Le arning ?C r it ic a l In f r a s t r u c t u r e f o r t h e   53
Wh at is Vis ib le Le arning ?A l a n g u a g e f o r p r o g r e s s io n
Wh at is Vis ib le Le arning ?E m p o w e r m e n t o f T e a c h e r s inc o l l a b o r a t iv e w a y s
We lcom e s cre e n for Te ach e rs
C us tomize a tes t
C hoos e C urriculum S trands
C hoos e difficulty
C hoos e difficulty
Paper and Pencil AdministeredOn screen AdministeredComputer adaptive On screen
C reate a tes t
We lcom e s cre e n for Te ach e rs
Individual Learning Pathways
G rou p Le arning P ath way
C urriculum Level Report
Progres s Report
Wh at N e xt R e p ortD ia g n o s t ic a d v a n c e m e n t a n d a p p r o p r ia t e l y t a r g e t e do n l in e r e...
S tudent Welcome S creen
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Developing Potentials for    Learning: Evidence, assessment, and                   progress1. Identify major influences on...
Developing Potentials for Learning:    Evidence, assessment, and progress                  Joh n H attie            Vis ib...
John Hattie: Effect Sizes on Achievement
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John Hattie: Effect Sizes on Achievement

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John Hattie: Effect Sizes on Achievement

  1. 1. Developing Potentials for Learning: Evidence, assessment, and progress J ohn Hattie Vis ible Learning Lab Univers ity of A uc kland New Zealand E A RLI 2007
  2. 2. Th re e p arts to th e s tory§ To identify major influences on achievement (us ing 700+ meta-analys es )3. To outline an as s es s ment model bas ed on thes e influences5. To demons trate the power and joy of E ducational Ps ychology
  3. 3. Influ e nce s on Ach ie ve m e nt ? 0 Decreased Zero Enhanced
  4. 4. R e d u cing C las s S ize on Ach ie ve m e nt? What is the effect of reducing class size Hundreds of evaluations of reducing class size …. 0 Decreased Zero Enhanced
  5. 5. E ffe ct on Ach ie ve m e nt ove r tim e ? Reducing Class Size 0 .20 1.0 Decreased Zero Enhanced An effect-size of .20 1.0 advancing achievement 9 mths 3 yrs % improving rate of learning 10% 45% r variable & achievement .10 .45 % of students with treatment exceeding those not treated 8 34
  6. 6. Th e typ ical influ e nce on ach ie ve m e ntS o what is the typical effect acros s 750+ meta-analys is 50,000 s tudies , and 200+ million s tudents
  7. 7. E ffe ct on Ach ie ve m e nt ove r tim e ? Typical Effect Size 0 .20 .40 1.0 Decreased Zero Enhanced
  8. 8. D is trib u tion of e ffe cts
  9. 9. Influ e nce s on Ach ie ve m e nt .40 .30 .50 .60 .15 Ty ache Te pic r .70 Eff al ec D fec ts ev ts Ef .80 el ZONE OF op 0 m DESIRED en EFFECTS .90 ta l REVERSE 1.0
  10. 10. R ank th e s e 1 1 e ffe cts : Reducing dis ruptive behavior in the clas s Feedbac k A c celeration of gifted s tudents Reading Recovery Integrated curric ulum programs Homework Individualized ins truc tion A bility grouping Open vs . traditional clas s es Retention (holding bac k a year) S hifting s c hools (from 1 = highest effect to 11 = lowest effect)
  11. 11. R ank th e s e 1 1 e ffe cts : Ans we rs Reduc ing dis ruptive behavior in the clas s .86 Feedback .72 A c celeration of gifted s tudents .60 Reading Rec overy .50 Integrated c urriculum programs .40 Homework .30 Individualized ins truc tion .20 A bility grouping .10 Open vs . traditional c las s es .00 Retention (hold bac k a year) -.16 S hifting s chools -.34
  12. 12. M aj d om ains of inte re s t or  C urricula  Home  S c hool  S tudent  Teac her  Teac hing
  13. 13. Th e D is as te rs ...Rank Category Influence Studies Effects ES100 Mobility (shifting schools) 181 540 -.34 99 Retention 207 2675 -.16 98 Television 31 235 -.14 97 Summer vacation 39 62 -.09 96 Open vs. traditional 315 333 .01 95 Multi-grade/age classes 94 72 .04 94 Inductive teaching 24 24 .06 93 Reading: Whole language 64 197 .06 92 Perceptual-motor programs 180 637 .08 91 Out of school experiences 52 50 .09
  14. 14. Th e We ll b e lows ...Rank Category Influence Studies Effects ES 90 Distance education 788 1545 .09 89 Web based learning 10 10 .09 88 Ability grouping 494 1363 .11 87 Teacher training 53 286 .11 86 Diet on achievement 23 125 .12 85 Teacher subject matter knowledge 27 64 .12 84 Gender (girls – boys) 2926 6051 .12 83 Multi-media methods 244 133 .15 82 Problem based learning 203 345 .15 81 Home-school programmes 14 14 .16
  15. 15. N ot Worth it ye t ...Rank Category Influence Studies Effects ES 80 Extra-curricula programs 96 68 .17 79 Family structure 660 846 .18 78 Co-/team teaching 136 47 .19 77 Learning hierarchies 24 24 .19 76 Aptitude/treatment interactions 61 340 .19 75 Individualised instruction 581 1030 .20 74 Charter schools 18 18 .20 73 Religious schools 56 56 .20 72 Class size 96 785 .21 71 Teaching test taking 267 364 .22
  16. 16. Typ ical “ave rage te ach e r” te rritory ...Rank Category Influence Studies Effects ES 70 Finances 189 681 .23 69 Summer school 105 600 .23 68 Competitive learning 831 203 .24 67 Programmed instruction 464 362 .24 66 Within class grouping 148 297 .25 65 Mainstreaming 150 370 .28 64 Desegregation 335 723 .28 63 Exercise/relaxation 227 1971 .28 62 Audio-based teaching 146 48 .28 61 Home visiting by teachers 71 52 .29
  17. 17. C los e to ave rageRank Category Influence Studies Effects ES 60 Reducing anxiety 69 904 .30 Principals/school leaders on student 59 344 1008 .30 achievement 58 Ability grouping for gifted students 125 202 .30 57 Homework 261 275 .31 56 Inquiry based teaching 205 420 .31 55 Simulations and gaming 342 449 .32 54 Reading: Exposure to reading 145 324 .36 53 Bilingual programs 128 666 .37 52 Teacher positive expectations 635 745 .37 51 Computer assisted instruction 4481 8079 .37
  18. 18. Ave rage …Rank Category Influence Studies Effects ES 50 Enrichment on gifted 214 543 .39 49 Integrated curriculum programs 61 80 .39 48 Adjunct aids 138 323 .41 47 Hypermedia instruction 46 143 .41 Behavioral organisers/adjunct 46 577 1933 .41 questions 45 Self-concept on achievement 324 2113 .43 44 Frequent/effects of testing 323 1077 .46 43 Early intervention 1627 9050 .47 42 Motivation on learning 322 979 .48 41 Small group learning 78 155 .49
  19. 19. G e tting th e re …Rank Category Influence Studies Effects ES 40 Questioning 214 342 .49 39 Cooperative learning 2285 1519 .49 Reading: Second/third 38 52 1395 .50 chance programs 37 Play programs 70 70 .50 Visual based/audio-visual 36 468 3860 .51 teaching 35 Outdoor programs 187 429 .52 34 Concept mapping 91 105 .52 33 Peer influences 12 122 .53 Kellers mastery learning 32 263 162 .53 program Reading: Phonics 31 407 5950 .53 instruction
  20. 20. Le t’s h ave th e m ....Rank Category Influence Studies Effects ES Reading: Visual-perception 30 762 5244 .55 programs 29 Parental Involvement 694 1761 .55 28 Peer tutoring 767 1200 .55 27 Goals - challenging 454 671 .56 26 Mastery learning 369 284 .57 25 Social skills programs 540 3068 .57 24 Socio-economic status 499 957 .57 23 Home environment 35 109 .57 22 Providing worked examples 62 151 .57 Reading: Comprehension 21 365 2416 .58 programs
  21. 21. E xciting … .Rank Category Influence Studies Effects ES 20 Direct instruction 304 597 .59 19 Time on task 64 100 .59 18 Study skills 656 2446 .59 17 Acceleration of gifted 60 412 .60 16 Problem solving teaching 221 719 .61 Teacher professional development 15 450 1790 .64 on student achievement Reading: Repeated reading 14 54 156 .67 programs 13 Reading: Vocabulary programs 301 800 .67 12 Meta-cognition strategies 43 123 .67 Teaching students self- 11 92 1061 .67 verbalisation
  22. 22. The Winners ...Rank Category Influence Studies Effects ES 1 Self-report grades 209 305 1.44 2 Absence of disruptive students 140 315 .86 3 Classroom behavioural 160 942 .80 4 Quality of teaching 141 195 .77 5 Reciprocal teaching 38 53 .74 6 Prior achievement 3387 8758 .73 7 Teacher-student relationships 229 1450 .72 8 Feedback 1276 1928 .72 Providing formative evaluation to 9 21 21 .70 teachers 10 Creativity programs 658 814 .70
  23. 23. Various Influences Metas S tudies People E ffects ES seTeacher 29 2,052 .5m 5,379 .50 .05C urricula 135 6,892 7m 29,476 .45 .07Teaching 344 24,906 52m 50,953 .43 .07S tudent 133 10,735 7m 37,308 .39 .04Home 31 1,998 10m 3,968 .35 .06S chool 96 4,019 4m 13,609 .23 .07A verage 768 50,602 82/241m* 140,693 .40 .06
  24. 24. Id e ntifying wh at m atte rs Percentage of Achievement Variance Teachers StudentsHome Peers Schools Principal
  25. 25. Vis ible teaching & Vis ible learning What s ome teachers do!  In active, c alculated and meaningful ways  Providing multiple opportunities & alternatives  Teac hing learning s trategies  A round s urface and deep learning  That leads to s tudents cons tructing learning
  26. 26. Vis ib le Te ach ing – Vis ib le Le arning
  27. 27. Te ach e rs C lear learning intentions C hallenging s ucces s criteria Range of learning s trategies Know when s tudents are not progres s ing Providing feedback Vis ibly learns thems elves
  28. 28. S tu d e nts … Unders tand learning intentions A re challenged by s ucc es s criteria Develop a range of learning s trategies Know when they are not progres s ing S eek feedback Vis ibly teach thems elves
  29. 29. Th e C ontras t A n ac tive teacher, pas s ionate for their s ubject and for learning, a change agent OR A fac ilitative, inquiry or dis covery bas ed provider of engaging activities
  30. 30. A ctivator or Facilitator ?An Activator A FacilitatorReciprocal teaching Simulations and gamingFeedback Inquiry based teachingTeaching students self-verbalization Smaller class sizesMeta-cognition strategies Individualized instructionDirect Instruction Problem-based learningMastery learning Different teaching for boys & girlsGoals - challenging Web-based learningFrequent/ Effects of testing Whole Language ReadingBehavioral organizers Inductive teaching
  31. 31. A ctivator or Facilitator ?An Activator ES A Facilitator ESReciprocal teaching .74 Simulations and gaming .32Feedback .72 Inquiry based teaching .31Teaching students self-verbalization .67 Smaller class sizes .21Meta-cognition strategies .67 Individualized instruction .20Direct Instruction .59 Problem-based learning .15Mastery learning .57 Different teaching for boys & girls .12Goals - challenging .56 Web-based learning .09Frequent/ Effects of testing .46 Whole Language Reading .06Behavioral organizers .41 Inductive teaching .06ACTIVATOR .60 FACILITATOR .17
  32. 32. Te ach ing or Working C ond itions ?Teaching ES Structural/Working ConditionsQuality of teaching .77 Within class grouping .28Reciprocal teaching .74 Adding more finances .23Teacher-student relationships .72 Reducing class size .21Providing feedback .72 Ability grouping .11Teaching student self-verbalization .67 Multi-grade/age classes .04Meta-cognition strategies .67 Open vs. Traditional classes .01Direct Instruction .59 Summer vacation classes -.09Mastery learning .57 Retention -.16AVERAGE .68 .08
  33. 33. A n emphas is on learning s trategies NS NE ESC reativity Programs 658 814 .70Teaching s tudent s elf-verbalization 92 1061 .67Meta-c ognition s trategies 43 123 .67Problem s olving teaching 221 719 .61S tudy s kills 656 2446 .59
  34. 34. Mes s age for Learning B alance of s urface, deep, & cons tructed knowing Teac hers preach deep, s tudents s ee s urface! Learning s trategies  To reduc e cognitive load  To us e when s tuck (welcome error!) Requires deliberative practice  B uilds expectations of “ can do”  Thrives on challenge  Requires feedback
  35. 35. S e lf R e gu lation Need s urface and deep to maximize meta-cognition Involves ques tioning our cons tructions of knowledge & knowing Requires highly s tructured or direct teaching Is the heart of Vis ible learning and Vis ible teaching
  36. 36. S ome worrying details Influence No. of Effect Effects SizeTeacher training 53 0.11Teacher subject knowledge 27 0.12Gender (Girls - Boys) 2926 0.12Principals on achievement 344 0.3 Instructional vs. 0.44 Transformation leadership 0.22
  37. 37. As s e s s m e nt and F e e d b ack
  38. 38. As s e s s m e nt… Influence Effect SizeSelf-report grades 1.44Feedback .72Providing formative evaluation to teachers .70Frequent/ Effects of testing .46Teaching test taking skills .22
  39. 39. Teaching/Teac hers needs to be evidence bas edWhenever we test in classes it is primarily to help teachers know: Whether their teaching methods have been s uc ces s ful or not Whether their learning intentions are worthwhile & challenging Whether s tudents are attaining their des ired s ucc es s c riteria Whic h s tudents have learnt or not learnt Where teac hers c an capitalize on s tudent s trengths & minimize gaps Where s tudents are on the learning ladder Whether they have a s hared conc eption of progres s What is optimal to teach next
  40. 40. P riority to m axim ize F E E D BAC K to TH E TE AC H E R F e e d b ack is inform ation p rovid e d b y an age nt (e .g., te ach e r, p e e r, b ook, p are nt, s e lf/ xp e rie nce ) re gard ing as p e cts of one ’s e p e rform ance or u nd e rs tand ing.
  41. 41. P u rp os e of fe e d b ack p rovid e alte rnative s trate gie s to u nd e rs tand m ate rial incre as e e ffort, m otivation or e ngage m e nt confirm th at th e re s p ons e s are corre ct or incorre ct ind icate th at m ore inform ation is availab le or ne e d e d p oint to d ire ctions th at cou ld b e p u rs u e d to re s tru ctu re u nd e rs tand ings
  42. 42. F e e d b ack is e vid e nce ab ou t: Wh e re am I going? H ow am I going? Wh e re to ne xt?
  43. 43. E nh ancing Le arningGapHow???Levels
  44. 44. S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ES C orrect feedback ‘Tis correct 114 .43 ‘Tis incorrect 197 .25
  45. 45. S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ES C orrect feedback ‘Tis correct 114 .43 ‘Tis incorrect 197 .25 FB about c hanges from previous trials Yes 50 .55 No 380 .28
  46. 46. S u m m ary of e ffe ct-s ize s re lating to typ e s of fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ESC orrect feedback ‘Tis correct 114 .43 ‘Tis inc orrect 197 .25FB about changes from Yes 50 .55 previous trials No 380 .28FB des igned to Yes 49 -.14 dis courage s tudent No 388 .33
  47. 47. S u m m ary of e ffe ct-s ize s re lating to typ e s of fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ESC orrect feedback ‘Tis correct 114 .43 ‘Tis incorrect 197 .25FB about changes from Yes 50 .55 previous trials No 380 .28FB des igned to dis courage Yes 49 -.14 the s tudent No 388 .33Prais e FB Yes 80 .09 No 358 .34
  48. 48. S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ES C orrect feedback ‘Tis correct 114 .43 ‘Tis inc orrect 197 .25 FT about changes from previous trials Yes 50 .55 No 380 .28 FT des igned to dis courage the s tudent Yes 49 -.14 No 388 .33 Prais e FT Yes 80 .09 No 358 .34 No. of times FT was Lots 97 .32 provided Little 171 .39
  49. 49. S u m m ary of e ffe ct-s ize s re lating to typ e s offe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996) Moderator No. ES C orrect feedback ‘Tis correct 114 .43 ‘Tis incorrect 197 .25 FB about changes from previous trials Yes 50 .55 No 380 .28 FB des igned to dis courage the s tudent Yes 49 -.14 No 388 .33 Prais e FB Yes 80 .09 No 358 .34 No. of times FB was provided Lots 97 .32 Little 171 .39 G oal s etting Difficult goals 37 .51 E as y, do your bes t goals 373 .30
  50. 50. Th u s … Provide correct feedback .43 A bout previous attempts .55 Related to more difficult goals .51 That does not dis courage .33 or threaten their s elf-es teem .47
  51. 51. As s e s s m e nt and F e e d b ack:as TTle (As s e s s m e nt Tools for Te ach ing andLe arning)
  52. 52. Wh at is Vis ib le Le arning? Where are we going?  re late d to b oth th e rich id e as und e rlying the curricul and to the d e sire d l ve l of a, e s Visible p roficie ncy as e xp e cte d b y the ‘N ational ’ C urricul a; Learning is How are we going ? about  cu rre nt s tatu s of p e rform ance com p arab le to ap p rop riate (s im ilar s u b -) Feed back grou p s , and to e xp e cte d p e rform ance ; Where to next?  d ire ctions re late d to fu tu re te ach ing, le arning, cu rricu lu m innovations , and s ys te m p olicie s .
  53. 53. Wh at is Vis ib le Le arning ?C r it ic a l In f r a s t r u c t u r e f o r t h e 53
  54. 54. Wh at is Vis ib le Le arning ?A l a n g u a g e f o r p r o g r e s s io n
  55. 55. Wh at is Vis ib le Le arning ?E m p o w e r m e n t o f T e a c h e r s inc o l l a b o r a t iv e w a y s
  56. 56. We lcom e s cre e n for Te ach e rs
  57. 57. C us tomize a tes t
  58. 58. C hoos e C urriculum S trands
  59. 59. C hoos e difficulty
  60. 60. C hoos e difficulty
  61. 61. Paper and Pencil AdministeredOn screen AdministeredComputer adaptive On screen
  62. 62. C reate a tes t
  63. 63. We lcom e s cre e n for Te ach e rs
  64. 64. Individual Learning Pathways
  65. 65. G rou p Le arning P ath way
  66. 66. C urriculum Level Report
  67. 67. Progres s Report
  68. 68. Wh at N e xt R e p ortD ia g n o s t ic a d v a n c e m e n t a n d a p p r o p r ia t e l y t a r g e t e do n l in e r e f e r e n c e s
  69. 69. S tudent Welcome S creen
  70. 70. S tu d e nt Te s t
  71. 71. Other res earc h options C omputer adaptive s equential tes ting Interactive video for as s es s ing reading efficacy Target S etting Integrated with s chool s tudent management s ys tem E valuating teachers ’ s kill in es timating difficulty Progres s ion maps in curricula The Human C omputer Interactions – mode effects Linear programming Open-ended s coring combining technology and teachers How s tudents read s creens , effects of s crolling A vailable (free and voluntary) for all NZ s chools Us ed in 1000+ elementary & s econdary s chools If teachers talk about the technolog y, we have failed If teachers talk to each other about teaching , we have s ucceeded
  72. 72. Developing Potentials for Learning: Evidence, assessment, and progress1. Identify major influences on achievement: F eedback, Challeng e, and Learning S trateg ies All effects are relative to the .40 typical value§ Outline an as s es s ment model bas ed on thes e influences : An emphas is of feedback to the teacher§ To demons trate the power and joy of E ducational Ps ychology j.hattie@auckland.ac.nz
  73. 73. Developing Potentials for Learning: Evidence, assessment, and progress Joh n H attie Vis ib le Le arning Lab U nive rs ity of Au ckland N e w Ze aland E AR LI 2007

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