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

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

3. Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size 1.0.40

4. 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)

5. 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

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

7. Identifying what matters

8. Activator or Facilitator ?

10. Teaching or Working Conditions?

11. Assessment and Feedback

12. 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

13. 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:

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

15. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25

16. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25 FB about changes from previous trialsYes50.55 No380.28

17. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) Moderator No.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25 FB about changes from Yes50.55 previous trials No380.28 FB designed to Yes49-.14 discourage student No388.33

18. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25 FB about changes from Yes50.55 previous trials No380.28 FB designed to discourage Yes49-.14 the student No388.33 Praise FBYes80.09 No358.34

19. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25 FT about changes from previous trials Yes50.55 No380.28 FT designed to discourage the studentYes49-.14 No388.33 Praise FTYes80.09 No358.34 No. of times FT was Lots97.32 provided Little171.39

20. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996) ModeratorNo.ES Correct feedback‘Tis correct114.43 ‘Tis incorrect197.25 FB about changes from previous trialsYes50.55 No380.28 FB designed to discourage the studentYes49-.14 No388.33 Praise FBYes80.09 No358.34 No. of times FB was providedLots97.32 Little171.39 Goal settingDifficult goals37.51 Easy, do your best goals373.30

21. 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

22. 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

23. Visible Teaching – Visible Learning