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The primary purpose of assessment and evaluation is to improve student learning.
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum
expectations in a subject or course The purpose of improving student learning is seen as both assessment for learning
and assessment as learning. As part of assessment for learning, teachers provide students with descriptive feedback and
coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be
independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps,
and reflect on their thinking and learning.
As essential steps in assessment for learning and as learning, teachers need to:
plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have
a common and shared understanding of these goals and criteria as learning progresses;
gather information about student learning before, during, and at or near the end of a period of instruction, using a variety
of assessment strategies and tools;
use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their
learning goals; analyse and interpret evidence of learning;
give and receive specific and timely descriptive feedback about student learning;
help students to develop skills of peer and self-assessment.
Context
Students interest in learning and their belief that they can learn are critical to their success. After reviewing the
impact of testing on students motivation to learn, Harlen and Deakin Crick (p. 203) recommended the use of assessment for
learning and as learning including strategies such as sharing learning goals and success criteria, providing feedback in
relation to goals, and developing students ability to self-assess as a way of increasing students engagement in and
commitment to learning. Assessment plays a critical role in teaching and learning and should have as its goal the
development of students as independent and autonomous learners. As an integral part of teaching and learning, assessment
should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction,
guide next steps, and help teachers and students monitor students progress towards achieving learning goals.
Researcher John Hattie defines/summarizes the value of Visible Teaching Visible Learning in three ways:
1. When teachers SEE learning through the eyes of the student.
2. When students SEE themselves as their own teachers.
Hatties 15 year research findings (800+ meta-analyses, 50 000 studies, 200+ million students) on the most important
influences on student learning provide teachers/principals with opportunities to renew healthy debate about the merits of
various influences, instructional interventions and strategies. Hattie argues that, if the starting point of effect is zero, then
almost all teaching strategies can claim to show an impact on student learning. Instead, he says that we need to ask the
question whether the strategy is effective compared with other strategies? We also need to know the story behind the
use of any given strategy. Hattie uses .40 as the typical, average effect size or hinge point. He wants us to pay attention
to strategies that are both above and below this hinge point. He does not argue for all teachers simply using the top ten or
twenty strategies, but rather, if we are using strategies currently ranked below .40 the question becomes, what is the
impact of this or that strategy on student growth and learning and how do we know? Is it working or not working?
The purpose of this monograph is to provide an introductory overview of Hatties research findings and conclusions as a way
to stimulate critically thoughtful discussions among Peel educators about the impact their teaching is having on student
learning . Hatties work provides us with a third point to assess the (relative) effectiveness of our own actions. The
monograph is not intended to be a blanket endorsement of Hatties research methods, findings or personal philosophy. We
must always review current educational research through a critical filter of our own individual and collective professional
judgment and practice. Of course teachers and principals are invited to read Hatties work in full (Visible Learning for
Teachers and Visible Learning) and to make vital comparisons/connections between it and Growing Success.
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Providing feedback
Seek feedback
Mind
Frames
I am an
evaluator/activator
I am a change
agent
I am a seeker of
feedback
I use dialogue
more than
monologue
I enjoy challenge
I have high
expectations for all
I welcome error
I am passionate
about and promote
the language of
learning
A Cooperative
and Critical
Planner
I use learning
intentions and
success criteria
I aim for surface
and deep outcomes
I consider prior
achievement and
attitudes
I set high
expectation targets
I feed the gap in
student learning
An Adaptive
Learning Expert
I create
trusting
environments
I know the
power of
peers
I use multiple
strategies
I know when
and how to
differentiate
I foster
deliberate
practice and
concentration
I know I can
develop
confidence to
succeed
A Receiver
of Feedback
I know how to
use the three
feedback
questions
I know how to
use the three
feedback levels
I give and
receive
feedback
I monitor and
interpret my
learning/
teaching
Page 3
Visible Learning
6. The school has, and teachers use, defensible methods for:
a. monitoring, recording, and making available, on a just in
time basis, interpretations about prior, present and targeted
student achievement;
b. monitoring the progress of students regularly throughout and
across years, and this information is used in planning and
evaluating lessons;
c. creating targets relating to the effects that teachers are
expected to have on all students learning.
7. Teachers understand the attitudes and dispositions that
students bring to the lesson, and aim to enhance these so that
they are a positive part of learning.
8. Teachers within the school jointly plan series of lessons, with
learning intentions (goals) and success criteria related to
worthwhile curricular specifications.
9. There is evidence that these planned lessons:
a. invoke appropriate challenges that engage the students
commitment to invest in learning;
b. capitalize on and build students confidence to attain the
learning intentions;
c. are based on appropriately high expectations of outcomes for
students;
d. lead to students having goals to master and wishing to
reinvest in their learning; and
e. have learning intentions and success criteria that are
explicitly known by the student.
10. All teachers are thoroughly familiar with the curriculum in
terms of content, levels of difficulty, expected progressions
and share common interpretations about these with each other.
11. Teachers talk with each other about the impact of their
teaching, based on evidence of student progress, and about how
to maximize their impact with all students.
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8 Mind Frames
Hattie points out that teachers do have theories of practice. The argument for Visible Learning rests on
holding a set of mind frames that underpin every action/decision made by a teacher in a school. These have
been reproduced here as a third point for discussion among teachers and administrators.
Mind Frame 1: Teachers/leaders believe that their fundamental task is to evaluate the effect of their
teaching on students learning and achievement
Key Questions:
How do I know that this is working?
How do I compare this with that?
What is the merit and worth of this influence on learning?
What is the magnitude of the effect?
What evidence would convince me that I was wrong in using these methods and resources?
Where is the evidence that shows that this is superior to other programs?
Where have I seen this practice installed where it has produced effective results (which would convince me and my
colleagues on the basis of the magnitude of the effects)?
Do I share a common conception of progress with other teachers?
Mind Frame 2: Teachers/leaders believe that success and failure in student learning is about what they,
as teachers or leaders, did or did not doWe are change agents!
Some positive beliefs that need to be fostered include the following:
All students can be challenged
Its all about strategies, never styles
It is important to develop high expectations for all students relative to their starting point
It is important to encourage help-seeking behaviours
It is important to teach multiple learning strategies to all students
It is important to develop assessment-capable students
Developing peer interactions is powerful for improving learning
Critique, error and feedback are powerful opportunities for improving learning
Developing student self-regulation and developing students as teachers are powerful mechanisms for improving
learning
Dont blame the kids
Handicaps of social class and home resources are surmountable
There is no place for deficit thinking-that is, there is no labelling of students, nor are there low expectations of
students
Mind Frame 3: Teachers/leaders want to talk more about the learning than the teaching
Mind Frame 4: Teachers/leaders see assessment as feedback about their impact
Critical questions:
Who did you teach well and who not so well?
What did you teach well and what not so well?
Where are the gaps, where are the strengths, what was achieved, and what has still to be achieved?
How do we develop a common conception of progress with the students and with all of the teachers in our school?
Page 9
Influence
Student expectations of their own achievement
(self-assessment)
Providing formative evaluation
(assessment for learning)
Teacher clarity
(learning goals and success criteria)
Reciprocal teaching
(peers as instructional resources)
Feedback
(feedback that moves learners forward)
Teacher-student relationships
(7 Fundamental Principles, Climate for Learning)
Meta-cognitive strategies
(peer and self-assessment, goal setting)
Direct Instruction
(explicit instruction gradual release of responsibility)
Mastery learning
(criterion-referenced assessment)
Worked examples
(inquiry/use of models and samples)
Challenging goals
(learning goals and success criteria)
Peer tutoring
(peers as instructional resources)
Questioning
(checking for understanding, assessment for learning)
Studies
209
Effect
305
ES
1.44
30
78
.90
Na
Na
.75
38
53
.74
1287
2050
.73
229
1450
.72
63
143
.69
304
597
.59
377
296
.58
62
151
.57
604
820
.56
767
1200
.55
211
271
.46
Barometer of Influence
For each influence or strategy, Hattie provides a visual in the form of a barometer which indicates the effect size of any
given influence/strategy. Typical or average effect size is .40. The barometer starts at below zero and goes beyond 1.0 in
terms of effect size. The thinking behind the barometer is captured in the question-whether this strategy or teaching
method worked better than alternative strategies? All influences above the hinge point (d=0.40) are labeled in the
Zone of desired effects as these are the influences that have the greatest impact on student achievement outcomes.
Typical effects from teachers fall between d=0.15 and d=0.40-any influences in this zone are similar to what teachers can
accomplish in a typical year of schooling. The zone between d=0.0 and d=0.15 is what students could probably achieve if
there was no schooling. Any effects below d=0.15 can be considered potentially harmful and probably should not be
implemented. The final category includes the reverse effects-those that decrease achievement. The sample barometer for
Formative Evaluation demonstrates that it is well above the typical or average effect size and is one of the most effective
classroom strategies that improve student achievement (0.90 Effect Size). For any influence/strategy, key questions for
teachers include: what impact am I having on my students? What did I teach well? Why? Not so well? Why not?
Page 10
RANK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
Effect Size
1.44
1.28
1.07
0.90
0.90
0.88
0.82
0.77
0.75
0.75
0.74
0.72
0.71
0.69
0.68
0.68
0.67
0.67
0.65
0.65
0.64
0.63
0.62
0.61
0.61
0.60
0.60
0.59
0.59
0.58
0.58
0.57
0.55
0.55
0.54
0.54
0.54
0.53
0.53
0.53
0.53
0.52
0.52
0.52
0.52
0.52
0.51
0.50
0.50
0.50
0.49
0.49
0.48
0.48
0.48
0.48
0.48
0.47
0.47
0.45
0.44
0.43
0.43
0.42
0.42
0.42
0.41
0.40
0.40
0.39
0.39
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Effect Size
0.39
0.39
0.38
0.38
0.38
0.37
0.37
0.37
0.35
0.35
0.35
0.34
0.34
0.34
0.33
0.33
0.32
0.32
0.32
0.31
0.31
0.30
0.29
0.29
0.28
0.28
0.27
0.27
0.26
0.25
0.24
0.24
0.24
0.23
0.23
0.23
0.23
0.22
0.22
0.22
0.22
0.21
0.20
0.19
0.19
0.19
0.19
0.18
0.18
0.18
0.18
0.18
0.18
0.17
0.16
0.16
0.15
0.15
0.15
0.12
0.12
0.12
0.12
0.11
0.09
0.09
0.09
0.08
0.06
0.05
0.05
0.04
Page 12
Activator or Facilitator ?
An Activator
ES
A Facilitator
ES
Reciprocal teaching
Feedback
Teaching self-verbalization
Meta-cognition strategies
Direct Instruction
Mastery learning
Goals - challenging
Frequent/ Effects of testing
Behavioral organizers
.74
.72
.67
.67
.59
.57
.56
.46
.41
.32
.31
.21
.20
.15
.12
.09
.06
.06
ACTIVATOR .60 ES
FACILITATOR .17 ES
ES=Effect Size
ES=Effect Size
Page 13
The Child
The Home
The School
The climate of the classroom, such as welcoming errors, and providing a safe, caring
environment;
Peer influences.
The Curriculum
The Teacher
Developing a curriculum that aims for the best balance of surface and deep understanding;
Ensuring a focus on developing learning strategies to construct meaning;
Having strategies that are planned, deliberate, and having explicit and active programs that
teach specific skills and deeper understanding.
Teaching
Approaches
Page 14
7. What are Hatties assumptions or presuppositions about visible learning? Can you articulate
what they might be?
Additional Resources