Developing Potentials for Learning: Evidence, assessment, and progress

1. Developing Potentials for Learning:Evidence, assessment, and progress John Hattie Visible Learning Lab University of Auckland New Zealand EARLI 2007

2. Three parts to the story To identify major influences on achievement (using 700+ meta-analyses) To outline an assessment model based on these influences To demonstrate the power and joy of Educational Psychology

3. Influences on Achievement ?

4. Reducing Class Size on Achievement?

5. Effect on Achievement over time?

6. The typical influence on achievement So what is the typical effect across 750+ meta-analysis 50,000 studies, and 200+ million students

7. Effect on Achievement over time?

8. Distribution of effects

9. Influences on Achievement

10. Rank these 11 effects: Reducing disruptive behavior in the class Feedback Acceleration of gifted students Reading Recovery Integrated curriculum programs Homework Individualized instruction Ability grouping Open vs. traditional classes Retention (holding back a year) Shifting schools

11. Rank these 11 effects: Answers Reducing disruptive behavior in the class .86 Feedback .72 Acceleration of gifted students .60 Reading Recovery .50 Integrated curriculum programs .40 Homework .30 Individualized instruction .20 Ability grouping .10 Open vs. traditional classes .00 Retention (hold back a year) -.16 Shifting schools -.34

12. Major domains of interest

13. The Disasters ...

14. The Well belows...

15. Not Worth it yet ...

16. Typical �average teacher� territory ...

17. Close to average

18. Average �

19. Getting there �

20. Let�s have them ....

21. Exciting �.

22. The Winners ...

23. Various Influences

24. Identifying what matters

25. Visible teaching & Visible learning What some teachers do! In active, calculated and meaningful ways Providing multiple opportunities & alternatives Teaching learning strategies Around surface and deep learning That leads to students constructing learning

26. Visible Teaching � Visible Learning

27. Teachers Clear learning intentions Challenging success criteria Range of learning strategies Know when students are not progressing Providing feedback Visibly learns themselves

28. Students � Understand learning intentions Are challenged by success criteria Develop a range of learning strategies Know when they are not progressing Seek feedback Visibly teach themselves

29. The Contrast An active teacher, passionate for their subject and for learning, a change agent OR A facilitative, inquiry or discovery based provider of engaging activities

30. Activator or Facilitator ?

31. Activator or Facilitator ?

32. Teaching or Working Conditions?

33. An emphasis on learning strategies NS NE ES Creativity Programs 658 814 .70 Teaching student self-verbalization 92 1061 .67 Meta-cognition strategies 43 123 .67 Problem solving teaching 221 719 .61 Study skills 656 2446 .59 Concept mapping 91 105 .52 Motivation on learning 322 979 .48

34. Message for Learning Balance of surface, deep, & constructed knowing Teachers preach deep, students see surface! Learning strategies To reduce cognitive load To use when stuck (welcome error!) Requires deliberative practice Builds expectations of �can do� Thrives on challenge Requires feedback

35. Self Regulation Need surface and deep to maximize meta-cognition Involves questioning our constructions of knowledge & knowing Requires highly structured or direct teaching Is the heart of Visible learning and Visible teaching

36. Some worrying details

37. Assessment and Feedback

38. Assessment�

39. Teaching/Teachers needs to be evidence based Whether their teaching methods have been successful or not Whether their learning intentions are worthwhile & challenging Whether students are attaining their desired success criteria Which students have learnt or not learnt Where teachers can capitalize on student strengths & minimize gaps Where students are on the learning ladder Whether they have a shared conception of progress What is optimal to teach next

40. Priority to maximize FEEDBACK to THE TEACHER Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one�s performance or understanding.

41. Purpose of feedback provide alternative strategies to understand material increase effort, motivation or engagement confirm that the responses are correct or incorrect indicate that more information is available or needed point to directions that could be pursued to restructure understandings

42. Feedback is evidence about: Where am I going? How am I going? Where to next?

43. Enhancing Learning

44. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25

45. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25 FB about changes from previous trials Yes 50 .55 No 380 .28

46. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25 FB about changes from Yes 50 .55 previous trials No 380 .28 FB designed to Yes 49 -.14 discourage student No 388 .33

47. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25 FB about changes from Yes 50 .55 previous trials No 380 .28 FB designed to discourage Yes 49 -.14 the student No 388 .33 Praise FB Yes 80 .09 No 358 .34

48. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25 FT about changes from previous trials Yes 50 .55 No 380 .28 FT designed to discourage the student Yes 49 -.14 No 388 .33 Praise FT Yes 80 .09 No 358 .34 No. of times FT was Lots 97 .32 provided Little 171 .39

49. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No. ES Correct feedback �Tis correct 114 .43 �Tis incorrect 197 .25 FB about changes from previous trials Yes 50 .55 No 380 .28 FB designed to discourage the student Yes 49 -.14 No 388 .33 Praise FB Yes 80 .09 No 358 .34 No. of times FB was provided Lots 97 .32 Little 171 .39 Goal setting Difficult goals 37 .51 Easy, do your best goals 373 .30

50. Thus � Provide correct feedback .43 About previous attempts .55 Related to more difficult goals .51 That does not discourage .33 or threaten their self-esteem .47

51. Assessment and Feedback:asTTle (Assessment Tools for Teaching and Learning)

52. What is Visible Learning? Where are we going? related to both the rich ideas underlying the curricula, and to the desired levels of proficiency as expected by the �National� Curricula; How are we going ? current status of performance comparable to appropriate (similar sub-) groups, and to expected performance; Where to next? directions related to future teaching, learning, curriculum innovations, and system policies.

53. What is Visible Learning ?

54. What is Visible Learning ?

55. What is Visible Learning ?

56. Welcome screen for Teachers

57. Customize a test

58. Choose Curriculum Strands

59. Choose difficulty

60. Choose difficulty

62. Create a test

63. Welcome screen for Teachers

64. So the key message is They know where they are going, how they are going, and know where to next Go back to the US study ,�.So the key message is They know where they are going, how they are going, and know where to next Go back to the US study ,�.

65. Individual Learning Pathways

66. Group Learning Pathway

67. Curriculum Level Report

68. Progress Report

69. What Next Report

70. Student Welcome Screen

71. Student Test

72. Other research options Computer adaptive sequential testing Interactive video for assessing reading efficacy Target Setting Integrated with school student management system Evaluating teachers� skill in estimating difficulty Progression maps in curricula The Human Computer Interactions � mode effects Linear programming Open-ended scoring combining technology and teachers How students read screens, effects of scrolling Available (free and voluntary) for all NZ schools Used in 1000+ elementary & secondary schools If teachers talk about the technology, we have failed If teachers talk to each other about teaching, we have succeeded

73. Developing Potentials for Learning: Evidence, assessment, and progress Identify major influences on achievement: Feedback, Challenge, and Learning Strategies All effects are relative to the .40 typical value Outline an assessment model based on these influences:An emphasis of feedback to the teacher To demonstrate the power and joy of Educational Psychology j.hattie@auckland.ac.nz

74. Developing Potentials for Learning:Evidence, assessment, and progress John Hattie Visible Learning Lab University of Auckland New Zealand EARLI 2007