V i s i b l e L e a r n i n g

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

Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size

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 (from 1 = highest effect to 11 = lowest effect)

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

Identifying what matters Percentage of Achievement Variance Students Teachers Home Peers Schools Principal

Identifying what matters

Activator or Facilitator ?

Teaching or Working Conditions?

Assessment and Feedback

Assessment… InfluenceEffect Size Self-report grades1.44 Feedback.72 Providing formative evaluation to teachers.70 Frequent/ Effects of testing.46 Teaching test taking skills.22

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 Whenever we test in classes it is primarily to help teachers know:

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

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct ‘Tis incorrect197.25

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct ‘Tis incorrect FB about changes from previous trialsYes50.55 No380.28

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No.ES Correct feedback‘Tis correct ‘Tis incorrect FB about changes from Yes50.55 previous trials No FB designed to Yes discourage student No388.33

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct ‘Tis incorrect FB about changes from Yes50.55 previous trials No FB designed to discourage Yes the student No Praise FBYes80.09 No358.34

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct ‘Tis incorrect FT about changes from previous trials Yes50.55 No FT designed to discourage the studentYes No Praise FTYes80.09 No No. of times FT was Lots97.32 provided Little171.39

Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct ‘Tis incorrect FB about changes from previous trialsYes50.55 No FB designed to discourage the studentYes No Praise FBYes80.09 No No. of times FB was providedLots97.32 Little Goal settingDifficult goals37.51 Easy, do your best goals373.30

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

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. Visible Learning is about Feedback

Visible Teaching – Visible Learning