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Dr.

Poul Nissen Aarhus University Copenhagen Denmark


poni@dpu.dk

The Learning Rating Scale LRS


International Conference on Educational Measurement and Evaluation (ICEME 2012) Manila Philippines

McKinsey&Company, 2007

McKinsey&Company, p. 34

The very best systems intervene at the level of the individual student, developing processes and structures within the schools that are able to identify whenever a student is starting to fall behind, and then intervening to improve that childs performance.

McKinsey&Company, p. 34

The system needs to ensure that every child, rather than just some children, has access to excellent instruction

McKinsey&Company, p. 35

All of the top-performing systems also recognize that they can not improve what they do not measure

Hattie 2009, p. 173


When I completed the first synthesis of 134 metaanalyses of all possible influences on achiement (Hattie, 1992) it soon became clear that feedback was among the most powerful influences on achievement. Most programs and methods that worked best were based on heavy dollops of feedback.

Visible Learning

Hatties data foundation

750+ meta-analysis 50.000 studies 200+ million students

Influences on achievement, Hattie, 2007

Identifying what matters

Effects on achievement
Reducing disruptive behavior in the class Feedback Acceleration of the gifted students Reading Recovery Integrated curriculum programs Homework Individualized instruction Ability grouping Open vs. traditional classes Retention (hold back a year) Shifting school .86 .72 .60 .50 .40 .30 .20 .10 .00 -.16 -.34

Hattie 2009, p. 173


When I completed the first synthesis of 134 meta-analyses of all possible influences on achiement (Hattie, 1992) it soon became clear that feedback was among the most powerful influences on achievement. Most programs and methods that worked best were based on heavy dollops of feedback.

Feedback from the students to the teacher


When I was presenting these early results in Hong Kong, a questioner asked what I meant by feedback and I have struggled to understand the concept of feedback ever since. The mistake I was making was seeing feedback as something teachers provided to studentsIt was only when I discovered that feedback was most powerful when it is from the students to teacher that I started to understand it better Hattie, 2009, p. 173.

Hattie, 2007, p. 81
Feedback is one of the most powerful influences on learning and achievement

Several research findings (Crosnoe, Johnson & Elder, 2004; Hamre & Pianta, 2005; Hughes & Kwok, 2006) demonstrate a robust connection between A positive alliance between teacher and students The teachers way of teaching The teachers ability to facilitate the learning process of the students Positive expectation toward the students performance

LRS The Learning Rating Scale

WWW.DPU.DK/LRS

Nissen, P., Lemire, S., & Andersen, F. (in press). Giving students a voice A preliminary study of the validity of a ultra brief outcome measure for students: The Learning Rating Scale LRS.

Thanks for your attention