1. Developing Potentials for Learning:
Evidence, assessment, and progress
J ohn Hattie
Vis ible Learning Lab
Univers ity of A uc kland
New Zealand
E A RLI 2007

2. Th re e p arts to th e s tory
§ To identify major influences on
achievement (us ing 700+ meta-analys es )
3. To outline an as s es s ment model
bas ed on thes e influences
5. To demons trate the power and joy of
E ducational Ps ychology

3. Influ e nce s on Ach ie ve m e nt ?
0
Decreased Zero Enhanced

4. R e d u cing C las s S ize on Ach ie ve m e nt?
What is the effect of reducing class
size
Hundreds of evaluations of reducing
class size ….
0
Decreased Zero Enhanced

5. E ffe ct on Ach ie ve m e nt ove r tim e ?
Reducing
Class Size
0 .20 1.0
Decreased Zero Enhanced
An effect-size of .20 1.0
advancing achievement 9 mths 3 yrs
% improving rate of learning 10% 45%
r variable & achievement .10 .45
% of students with treatment exceeding
those not treated 8 34

6. Th e typ ical influ e nce on ach ie ve m e nt
S o what is the typical effect acros s
 750+ meta-analys is
 50,000 s tudies , and
 200+ million s tudents

7. E ffe ct on Ach ie ve m e nt ove r tim e ?
Typical
Effect
Size
0 .20 .40 1.0
Decreased Zero Enhanced

8. D is trib u tion of e ffe cts

9. Influ e nce s on Ach ie ve m e nt
.40
.30 .50
.60
.15
Ty ache
Te
pic r .70
Eff
al
ec
D fec
ts
ev ts
Ef
.80
el
ZONE OF
op
0
m
DESIRED
en
EFFECTS .90
ta
l
REVERSE 1.0

10. R ank th e s e 1 1 e ffe cts :
 Reducing dis ruptive behavior in the clas s
 Feedbac k
 A c celeration of gifted s tudents
 Reading Recovery
 Integrated curric ulum programs
 Homework
 Individualized ins truc tion
 A bility grouping
 Open vs . traditional clas s es
 Retention (holding bac k a year)
 S hifting s c hools
(from 1 = highest effect to 11 = lowest effect)

11. R ank th e s e 1 1 e ffe cts : Ans we rs
 Reduc ing dis ruptive behavior in the clas s .86
 Feedback .72
 A c celeration of gifted s tudents .60
 Reading Rec overy .50
 Integrated c urriculum programs .40
 Homework .30
 Individualized ins truc tion .20
 A bility grouping .10
 Open vs . traditional c las s es .00
 Retention (hold bac k a year) -.16
 S hifting s chools -.34

12. M aj d om ains of inte re s t
or
 C urricula
 Home
 S c hool
 S tudent
 Teac her
 Teac hing

13. Th e D is as te rs ...
Rank Category Influence Studies Effects ES
100 Mobility (shifting schools) 181 540 -.34
99 Retention 207 2675 -.16
98 Television 31 235 -.14
97 Summer vacation 39 62 -.09
96 Open vs. traditional 315 333 .01
95 Multi-grade/age classes 94 72 .04
94 Inductive teaching 24 24 .06
93 Reading: Whole language 64 197 .06
92 Perceptual-motor programs 180 637 .08
91 Out of school experiences 52 50 .09

14. Th e We ll b e lows ...
Rank Category Influence Studies Effects ES
90 Distance education 788 1545 .09
89 Web based learning 10 10 .09
88 Ability grouping 494 1363 .11
87 Teacher training 53 286 .11
86 Diet on achievement 23 125 .12
85 Teacher subject matter knowledge 27 64 .12
84 Gender (girls – boys) 2926 6051 .12
83 Multi-media methods 244 133 .15
82 Problem based learning 203 345 .15
81 Home-school programmes 14 14 .16

15. N ot Worth it ye t ...
Rank Category Influence Studies Effects ES
80 Extra-curricula programs 96 68 .17
79 Family structure 660 846 .18
78 Co-/team teaching 136 47 .19
77 Learning hierarchies 24 24 .19
76 Aptitude/treatment interactions 61 340 .19
75 Individualised instruction 581 1030 .20
74 Charter schools 18 18 .20
73 Religious schools 56 56 .20
72 Class size 96 785 .21
71 Teaching test taking 267 364 .22

16. Typ ical “ave rage te ach e r” te rritory ...
Rank Category Influence Studies Effects ES
70 Finances 189 681 .23
69 Summer school 105 600 .23
68 Competitive learning 831 203 .24
67 Programmed instruction 464 362 .24
66 Within class grouping 148 297 .25
65 Mainstreaming 150 370 .28
64 Desegregation 335 723 .28
63 Exercise/relaxation 227 1971 .28
62 Audio-based teaching 146 48 .28
61 Home visiting by teachers 71 52 .29

17. C los e to ave rage
Rank Category Influence Studies Effects ES
60 Reducing anxiety 69 904 .30
Principals/school leaders on student
59 344 1008 .30
achievement
58 Ability grouping for gifted students 125 202 .30
57 Homework 261 275 .31
56 Inquiry based teaching 205 420 .31
55 Simulations and gaming 342 449 .32
54 Reading: Exposure to reading 145 324 .36
53 Bilingual programs 128 666 .37
52 Teacher positive expectations 635 745 .37
51 Computer assisted instruction 4481 8079 .37

18. Ave rage …
Rank Category Influence Studies Effects ES
50 Enrichment on gifted 214 543 .39
49 Integrated curriculum programs 61 80 .39
48 Adjunct aids 138 323 .41
47 Hypermedia instruction 46 143 .41
Behavioral organisers/adjunct
46 577 1933 .41
questions
45 Self-concept on achievement 324 2113 .43
44 Frequent/effects of testing 323 1077 .46
43 Early intervention 1627 9050 .47
42 Motivation on learning 322 979 .48
41 Small group learning 78 155 .49

19. G e tting th e re …
Rank Category Influence Studies Effects ES
40 Questioning 214 342 .49
39 Cooperative learning 2285 1519 .49
Reading: Second/third
38 52 1395 .50
chance programs
37 Play programs 70 70 .50
Visual based/audio-visual
36 468 3860 .51
teaching
35 Outdoor programs 187 429 .52
34 Concept mapping 91 105 .52
33 Peer influences 12 122 .53
Keller's mastery learning
32 263 162 .53
program
Reading: Phonics
31 407 5950 .53
instruction

20. Le t’s h ave th e m ....
Rank Category Influence Studies Effects ES
Reading: Visual-perception
30 762 5244 .55
programs
29 Parental Involvement 694 1761 .55
28 Peer tutoring 767 1200 .55
27 Goals - challenging 454 671 .56
26 Mastery learning 369 284 .57
25 Social skills programs 540 3068 .57
24 Socio-economic status 499 957 .57
23 Home environment 35 109 .57
22 Providing worked examples 62 151 .57
Reading: Comprehension
21 365 2416 .58
programs

21. E xciting … .
Rank Category Influence Studies Effects ES
20 Direct instruction 304 597 .59
19 Time on task 64 100 .59
18 Study skills 656 2446 .59
17 Acceleration of gifted 60 412 .60
16 Problem solving teaching 221 719 .61
Teacher professional development
15 450 1790 .64
on student achievement
Reading: Repeated reading
14 54 156 .67
programs
13 Reading: Vocabulary programs 301 800 .67
12 Meta-cognition strategies 43 123 .67
Teaching students self-
11 92 1061 .67
verbalisation

22. The Winners ...
Rank Category Influence Studies Effects ES
1 Self-report grades 209 305 1.44
2 Absence of disruptive students 140 315 .86
3 Classroom behavioural 160 942 .80
4 Quality of teaching 141 195 .77
5 Reciprocal teaching 38 53 .74
6 Prior achievement 3387 8758 .73
7 Teacher-student relationships 229 1450 .72
8 Feedback 1276 1928 .72
Providing formative evaluation to
9 21 21 .70
teachers
10 Creativity programs 658 814 .70

23. Various Influences
Metas S tudies People E ffects ES se
Teacher 29 2,052 .5m 5,379 .50 .05
C urricula 135 6,892 7m 29,476 .45 .07
Teaching 344 24,906 52m 50,953 .43 .07
S tudent 133 10,735 7m 37,308 .39 .04
Home 31 1,998 10m 3,968 .35 .06
S chool 96 4,019 4m 13,609 .23 .07
A verage 768 50,602 82/241m* 140,693 .40 .06

24. Id e ntifying wh at m atte rs
Percentage of Achievement Variance
Teachers
Students
Home
Peers
Schools Principal

25. Vis ible teaching & Vis ible learning
 What s ome teachers do!
 In active, c alculated and meaningful ways
 Providing multiple opportunities & alternatives
 Teac hing learning s trategies
 A round s urface and deep learning
 That leads to s tudents cons tructing learning

26. Vis ib le Te ach ing – Vis ib le Le arning

27. Te ach e rs
 C lear learning intentions
 C hallenging s ucces s criteria
 Range of learning s trategies
 Know when s tudents are not
progres s ing
 Providing feedback
 Vis ibly learns thems elves

28. S tu d e nts …
 Unders tand learning intentions
 A re challenged by s ucc es s criteria
 Develop a range of learning s trategies
 Know when they are not progres s ing
 S eek feedback
 Vis ibly teach thems elves

29. Th e C ontras t
 A n ac tive teacher, pas s ionate for their s ubject
and for learning, a change agent
OR
 A fac ilitative, inquiry or dis covery bas ed provider
of engaging activities

30. A ctivator or Facilitator ?
An Activator A Facilitator
Reciprocal teaching Simulations and gaming
Feedback Inquiry based teaching
Teaching students self-verbalization Smaller class sizes
Meta-cognition strategies Individualized instruction
Direct Instruction Problem-based learning
Mastery learning Different teaching for boys & girls
Goals - challenging Web-based learning
Frequent/ Effects of testing Whole Language Reading
Behavioral organizers Inductive teaching

31. A ctivator or Facilitator ?
An Activator ES A Facilitator ES
Reciprocal teaching .74 Simulations and gaming .32
Feedback .72 Inquiry based teaching .31
Teaching students self-verbalization .67 Smaller class sizes .21
Meta-cognition strategies .67 Individualized instruction .20
Direct Instruction .59 Problem-based learning .15
Mastery learning .57 Different teaching for boys & girls .12
Goals - challenging .56 Web-based learning .09
Frequent/ Effects of testing .46 Whole Language Reading .06
Behavioral organizers .41 Inductive teaching .06
ACTIVATOR .60 FACILITATOR .17

32. Te ach ing or Working C ond itions ?
Teaching ES Structural/Working Conditions
Quality of teaching .77 Within class grouping .28
Reciprocal teaching .74 Adding more finances .23
Teacher-student relationships .72 Reducing class size .21
Providing feedback .72 Ability grouping .11
Teaching student self-verbalization .67 Multi-grade/age classes .04
Meta-cognition strategies .67 Open vs. Traditional classes .01
Direct Instruction .59 Summer vacation classes -.09
Mastery learning .57 Retention -.16
AVERAGE .68 .08

33. A n emphas is on learning s trategies
NS NE ES
C reativity Programs 658 814
.70
Teaching s tudent s elf-verbalization 92 1061
.67
Meta-c ognition s trategies 43 123
.67
Problem s olving teaching 221 719
.61
S tudy s kills 656 2446
.59

34. Mes s age for Learning
 B alance of s urface, deep, & cons tructed knowing
 Teac hers preach deep, s tudents s ee s urface!
 Learning s trategies
 To reduc e cognitive load
 To us e when s tuck (welcome error!)
 Requires deliberative practice
 B uilds expectations of
“ can do”
 Thrives on challenge
 Requires feedback

35. S e lf R e gu lation
 Need s urface and deep to maximize
meta-cognition
 Involves ques tioning our
cons tructions of knowledge &
knowing
 Requires highly s tructured or direct
teaching
 Is the heart of Vis ible learning and
Vis ible teaching

36. S ome worrying details
Influence No. of Effect Effects Size
Teacher training 53 0.11
Teacher subject knowledge 27 0.12
Gender (Girls - Boys) 2926 0.12
Principals on achievement 344 0.3
Instructional vs. 0.44
Transformation leadership 0.22

37. As s e s s m e nt and F e e d b ack

38. As s e s s m e nt…
Influence Effect Size
Self-report grades 1.44
Feedback .72
Providing formative evaluation to teachers .70
Frequent/ Effects of testing .46
Teaching test taking skills .22

39. Teaching/Teac hers needs to be
evidence bas ed
Whenever we test in classes it is primarily to help teachers know:
 Whether their teaching methods have been s uc ces s ful or not
 Whether their learning intentions are worthwhile & challenging
 Whether s tudents are attaining their des ired s ucc es s c riteria
 Whic h s tudents have learnt or not learnt
 Where teac hers c an capitalize on s tudent s trengths & minimize
gaps
 Where s tudents are on the learning ladder
 Whether they have a s hared conc eption of progres s
 What is optimal to teach next

40. P riority to m axim ize
F E E D BAC K to TH E TE AC H E R
 F e e d b ack is inform ation p rovid e d b y an age nt (e .g., te ach e r,
p e e r, b ook, p are nt, s e lf/ xp e rie nce ) re gard ing as p e cts of one ’s
e
p e rform ance or u nd e rs tand ing.

41. P u rp os e of fe e d b ack
 p rovid e alte rnative s trate gie s to
u nd e rs tand m ate rial
 incre as e e ffort, m otivation or
e ngage m e nt
 confirm th at th e re s p ons e s are corre ct
or incorre ct
 ind icate th at m ore inform ation is
availab le or ne e d e d
 p oint to d ire ctions th at cou ld b e p u rs u e d
 to re s tru ctu re u nd e rs tand ings

42. F e e d b ack is e vid e nce ab ou t:
 Wh e re am I going?
 H ow am I going?
 Wh e re to ne xt?

43. E nh ancing Le arning
Gap
How
???
Levels

44. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis incorrect 197 .25

45. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis incorrect 197 .25
FB about c hanges from
previous trials Yes 50 .55
No 380 .28

46. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis inc orrect 197 .25
FB about changes from Yes 50 .55
previous trials No 380 .28
FB des igned to Yes 49 -.14
dis courage s tudent No 388 .33

47. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis incorrect 197 .25
FB about changes from Yes 50 .55
previous trials No 380 .28
FB des igned to dis courage Yes 49 -.14
the s tudent No 388 .33
Prais e FB Yes 80 .09
No 358 .34

48. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis inc orrect 197 .25
FT about changes from previous trials Yes 50 .55
No 380 .28
FT des igned to dis courage the s tudent Yes 49 -.14
No 388 .33
Prais e FT Yes 80 .09
No 358 .34
No. of times FT was Lots 97 .32
provided Little 171 .39

49. S u m m ary of e ffe ct-s ize s re lating to typ e s of
fe e d b ack (ad ap te d from K lu ge r & D e N is i, 1 996)
Moderator No. ES
C orrect feedback ‘Tis correct 114 .43
‘Tis incorrect 197 .25
FB about changes from previous trials Yes 50 .55
No 380 .28
FB des igned to dis courage the s tudent Yes 49 -.14
No 388 .33
Prais e FB Yes 80 .09
No 358 .34
No. of times FB was provided Lots 97 .32
Little 171 .39
G oal s etting Difficult goals 37 .51
E as y, do your bes t goals 373 .30

50. Th u s …
 Provide correct feedback .43
 A bout previous attempts .55
 Related to more difficult goals .51
 That does not dis courage .33
 or threaten their s elf-es teem .47

51. As s e s s m e nt and F e e d b ack:
as TTle (As s e s s m e nt Tools for Te ach ing and
Le arning)

52. Wh at is Vis ib le Le arning?
 Where are we going?
 re late d to b oth th e rich id e as und e rlying
the curricul and to the d e sire d l ve l of
a, e s Visible
p roficie ncy as e xp e cte d b y the ‘N ational ’
C urricul a; Learning is
 How are we going ?
about
 cu rre nt s tatu s of p e rform ance
com p arab le to ap p rop riate (s im ilar s u b -) Feed back
grou p s , and to e xp e cte d p e rform ance ;
 Where to next?
 d ire ctions re late d to fu tu re te ach ing,
le arning, cu rricu lu m innovations , and
s ys te m p olicie s .

53. Wh at is Vis ib le Le arning ?
C r it ic a l In f r a s t r u c t u r e f o r t h e 53

54. Wh at is Vis ib le Le arning ?
A l a n g u a g e f o r p r o g r e s s io n

55. Wh at is Vis ib le Le arning ?
E m p o w e r m e n t o f T e a c h e r s in
c o l l a b o r a t iv e w a y s

56. We lcom e s cre e n for Te ach e rs

57. C us tomize a tes t

58. C hoos e C urriculum S trands

59. C hoos e difficulty

60. C hoos e difficulty

61. Paper and Pencil Administered
On screen Administered
Computer adaptive On screen

62. C reate a tes t

63. We lcom e s cre e n for Te ach e rs

65. Individual Learning Pathways

66. G rou p Le arning P ath way

67. C urriculum Level Report

68. Progres s Report

69. Wh at N e xt R e p ort
D ia g n o s t ic a d v a n c e m e n t a n d a p p r o p r ia t e l y t a r g e t e d
o n l in e r e f e r e n c e s

70. S tudent Welcome S creen

71. S tu d e nt Te s t

72. Other res earc h options
 C omputer adaptive s equential tes ting
 Interactive video for as s es s ing reading efficacy
 Target S etting
 Integrated with s chool s tudent management s ys tem
 E valuating teachers ’ s kill in es timating difficulty
 Progres s ion maps in curricula
 The Human C omputer Interactions – mode effects
 Linear programming
 Open-ended s coring combining technology and teachers
 How s tudents read s creens , effects of s crolling
 A vailable (free and voluntary) for all NZ s chools
 Us ed in 1000+ elementary & s econdary s chools
If teachers talk about the technolog y, we have failed
If teachers talk to each other about teaching , we have s ucceeded

73. Developing Potentials for
Learning: Evidence, assessment, and
progress
1. Identify major influences on
achievement:
F eedback, Challeng e, and Learning S trateg ies
All effects are relative to the .40 typical value
§ Outline an as s es s ment model bas ed
on thes e influences :
An emphas is of feedback to the teacher
§ To demons trate the power and joy of
E ducational Ps ychology
j.hattie@auckland.ac.nz

74. Developing Potentials for Learning:
Evidence, assessment, and progress
Joh n H attie
Vis ib le Le arning Lab
U nive rs ity of Au ckland
N e w Ze aland
E AR LI 2007