What has 30 years of evidence in education shown us? John Hattie University of Melbourne

1. The contested nature of “evidence”

2. There is a practice of education a.Almost everything enhances achievement

2. There is a practice of education a.Almost everything enhances achievement – We know some of the low and high influences – The quality of moderators in articles is poor –.4 is an average not a minima

Learning strategies90+% are surface Teacher questions90+% are surface Lesson observations 90+% are surface Test analyses 90+% are surface Visible Learning90+% are surface We privilege a surface grammar of schooling 3. We are obsessed with surface level knowing

4.I am an EVALUATOR of my impact Nature Magnitude Pervasiveness Causes

5. Scaling up Autonomy is the basis of teacher professionalism Children/my class is unique Sparse literature on scaling up The power of licensing

6.We continue to ignore the evidence Biggest critics are the “experts” Politicians, parents, teachers want the structural influences that support them and leave them alone to get on with the task Educators are not prepared to back excellence in their profession

7.There is a future The move to collect teacher judgements not collecting test scores – Seeing tests as feedback to teachers – Seeing score reporting as the start (not end) of testing The move from debates about outcomes to evidence based on scaling up The recognition of “collaborative action” across & within schools over teacher autonomy Re-litigating the purpose of schooling – years growth for years input – learning and growth as much as achievement

Teaching is Diagnose Interventions Evaluate The growth of “knowing thy impact” Competing models of influence Evidence as probabilities Growth of qualitative synthesis New models of teaching