The following is an excerpt from “As Good As Gold? Why We Focus on the Wrong Drivers in Education,” the first in the new series of Gold Papers by John Hattie and Arran Hamilton. Read an earlier excerpt, “The Limits of Lesson Observation.” Assessment High-stakes assessment has
An excerpt from the progress story of Konocti Unified School District, Clearlake, California Konocti Unified School District in northern California has a hard-working staff. The Visible Learningplus school change process, based on Professor John Hattie’s research, is helping the school system work hard in key target
Over the course of ten years, the VISIBLE LEARNING research has played a significant role in providing educators worldwide with a stepping point to examine and improve instructional practices in their schools, classrooms, and districts. As we prepared for the 2019 Annual VISIBLE LEARNING Conference,
What we believe matters. Whether we are talking about our choice of restaurants, the cars we drive, the shoes we wear, or the sports team we cheer for on game day, our beliefs drive our actions. Many of these beliefs, our favorite sports teams for example, can drive our actions to an extreme
Formative assessment continues to be the single most effective conceptual framework for raising achievement, its elements ranking high in Hattie’s effect sizes. In practical terms it consists of the following: a culture which promotes trust, equity, self-efficacy and the language of learning; students activated as
In this post, we provide a summary of a recent study that sought to determine which types and levels of feedback are most common in schools in Brisbane, Queensland. The authors of the study (Brooks, Carroll, Gillies, & Hattie, 2019) noted the following rational and
Alfie Kohn has raised a critical point in his recent podcast about my work (Episode 11 of “The Shape of Education to Come,” available on iTunes). In the podcast, he asks, If we are talking about effect sizes based on student achievement, and if student achievement is measured
There has been much debate in recent years on what constitutes teacher professionalization and how to develop and foster it. Zierer, Lachner, Tögel, and Weckend, in their paper “Teacher Mindframes from an Educational Science Perspective,” propose that the effectiveness of teachers should not be based on a professional’s knowledge and ability alone. More than Just
In the world of Visible Learning, many educators are drawn to influences with effect sizes above the hinge point of 0.40. Not only does Scaffolding fall in the zone of desirable effects, it has an effect size of 0.82 - nearly double the rate of learning. In the face of
2019 marks the ten-year anniversary of John Hattie’s extensive database of educational research, Visible Learning. Since its publication, there have been many comments, conversations and critiques of the research methodology and key findings. Some conversations have focused on the meta-analysis itself and seen the research