What does the Research Say About... POP QUIZ!!!

What does “Effect Size” Mean? Effect size basically means “How many standard deviations would an average member of the test group be ahead of the average person in the control group.” This diagram shows an effect size of approximately 1.5 if the dotted line is the test group.

Effect size can also be used to calculate the probability that a member of the test group will perform better than a member of the control group (called the “Common Language Effect Size”). So, an effect size of 1.2 either means that the strategy will work 80% of the time, with 80% of students, or 80% of the test students outperform the control students. What does “Effect Size” Mean? Effect SizeCLE

Another way to look at it is this: A student who drops out of school and grows a year older will achieve an overall effect size of up to 0.15 (developmental effects). The best teachers without using any special strategies achieve an effect size of 0.4 (teacher effects). So, anything less than 0.15 is doing harm to students. Anything higher than 0.4 is accomplishing more than the best teacher possibly could without using that strategy. When looking for highly successful strategies, we expect an effect size greater than 0.4. What does “Effect Size” Mean?

Instead of using small, medium, or large, Hattie uses Reverse Effects, Developmental Effects, Teacher Effects, and Zone of Desired Effects as below. What does “Effect Size” Mean? Reverse Developmental Teacher Zone of desired effects Effects Effects Effects

Matching #1 1) After School Tutoring 2) Class-Size Reduction 3) Grade Retention A).21 B).09 C)-.16

Matching #1 Answers 1) After School Tutoring 2) Class-Size Reduction 3) Grade Retention This means that between two groups of 100 kids, one who go to tutoring and one who don’t, 53 of the kids who go to tutoring will be above the average (50) of the kids who do not. So, this really only affected 3 out of 100 kids. Smaller class size helps 6 out of 100 kids. Grade retention hurts kids. B).09 A).21 C) -.16 Effect Size CLE

Matching #2 4) Classroom Management 5) Teacher Ed. Programs 6) Teacher’s Subject Matter Knowledge A).52 B).09 C).11

Matching #2 4) Classroom Management 5) Teacher Ed. Programs 6) Teacher’s Subject Matter Knowledge This means that if you were to look at test scores and try to guess which teacher had more subject matter knowledge or more teacher ed. classes, you’d be correct about 52% of the time. Random chance would make you correct 50% of the time. A).52 C).11 B).09 Effect SizeCLE

Matching #3 7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills A).22 B).72 C).90

Matching #3 Answers 7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills B).72 C).90 A).22 Effect Size CLE So, if you were to look at pairs of students and guess which one had a passionate teacher, you’d be correct 74% of the time. For guessing which students were in a class with a good relationship to the teacher, you’d be correct about 70% of the time. For guessing which ones had been taught test-taking skills, you’d be correct about 57% of the time. Or, in a school of 1000, teaching test taking skills will help approximately 70 students score higher, whereas improving teacher-student relationships would help 200.

Matching #4 The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School A).15 B).31 C).64

Matching #4 Answers The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School A).15 B).31 C).64

Tie Breaker, Put them Low to High Overall effect on achievement from: 22) Teaching Strategies 23) Curriculum 24) Teacher Characteristics 25) School 26) Home 27) Student Characteristics A).60 B).45 C).49 D).23 E).31 F).40

Highest 22) Teaching Strategies 24) Teacher Characteristics 23) Curriculum 27) Student Characteristics 26) Home 25) School Lowest