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Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

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Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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Hattie shares the research of Yeh who “compared the cost-effectiveness of 22 approaches to learning and found rapid formative assessment to be the most cost-effective-compared to comprehensive school reform….a longer school day….class size reduction….full day kindergarten…..Head Start Preschool” and many other highly sought after school improvement tactics.” ( Hattie, 142).

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In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.

This book:

links the biggest ever research project on teaching strategies to practical classroom implementation

champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up

offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement

includes whole school checklists and advice for school leaders on facilitating visible learning in their institution

now includes additional meta-analyses bringing the total cited within the research to over 900

comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.

Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'

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In November 2008, John Hattie's ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience.

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Make It Count: Providing Feedback as Formative Assessment

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Make It Count: Providing Feedback as Formative Assessment

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Giving feedback that is non-evaluative, specific, timely, and goal-related will provide students with opportunities to revise and improve their work and deepen their understanding.

Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible.

Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward." To that end, he encourages us to "worry more about how students are receiving your feedback . . . than increasing how much you give."

So how can we provide this kind of feedback -- the kind that students actually listen to, understand, and use -- in a timely manner? Before looking at specific technologies that can assist us in the process, let's first explore how other experts describe feedback as a key tool in the formative assessment process.

Feedback as Formative Assessment

Anyone involved in standardized testing knows two things: the results take entirely too long to get back and are completely impersonal, making that kind of feedback essentially irrelevant. In short, feedback needs to be personal, and it needs to be fast. To that end, educators are beginning to refocus their attention on relevant, practical feedback for students during lessons or very soon after, rather than relying only on summative assessments.

For instance, Margaret Heritage of UCLA's National Center for Research on Evaluation, Standards, and Student Testing, describes it this way (PDF, 396KB):

[F]eedback that the teacher provides to students is also an essential resource so the students can take active steps to advance their own learning. In reality, the feedback to students can be understood as instructional action.

Additionally, NCTE's Assessment Task Force, in their report Formative Assessment That Truly Informs Instruction, makes the case that good formative assessment, among other key factors, "includes feedback that is non-evaluative, specific, timely, and related to the learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings."

One last idea that I have encountered in the past few months -- and that I hope can help shift your thinking on how and why to give feedback -- is the RISE feedback model. Introduced by Emily Wray, the RISE model encourages us to provide feedback that is not simply informative, but moves students toward improvement.

Thus, seeing feedback as a teaching opportunity can help us shift our perspective from correction to collaboration, from merely fixing students' work to moving students forward in their learning. Here, there are many technologies that can help us in the process of providing feedback.

Feedback in Action

The tools available for providing feedback continue to multiply. I've heard how, back in the day, college professors would record their comments on audiotape, trading cassettes with students when handing back papers. We've moved forward a bit since then.

First, there are a number of tech tools that enable timely, relevant, and action-oriented feedback. Many of them -- from Microsoft Word to Google Docs to Wikispaces -- allow us to insert comments directly in the margins of students' writing. And while voice-to-text tools like Dictanote (Chrome Extension) and Dragon Dictation (App) can help speed this process up a bit, some colleagues may be looking for other methods.

For those of us interested in providing audio feedback, MS Word allows audio comments to be embedded within a document. And the web, of course, has provided us with new tools to provide voice comments, such as Kaizena, which allows us to embed audio comments in a Google Doc, and Voxer, which is described as a tool that combines a walkie-talkie with voice mail so that "you can hear messages as people speak, or listen later if you are unavailable."

There are visual tools for providing feedback, too. Skitch (by Evernote) and Snagit (by TechSmith) allow users to easily capture and annotate screenshots. This ability can work for students -- as they can capture images of their work and reflect on it -- as well as for teachers providing feedback. For instance, when using a visual tool such as Glogster, it is impossible to embed comments like we could in a Google Doc. Therefore, as shown in this screencapture I made with Skitch, we can provide students with focused feedback on visual texts that do not innately support annotation. Taking it up a notch, we can offer dynamic feedback via screencasting using tools like Jing or Explain Everything.

Feedforward

I have often told my students, "You are only as good a writer as you are a responder." That is, you learn how to write by providing feedback to other writers. Given this perspective, my hope is that you are willing to share your feedback with students generously, all the while modeling for them the kinds of feedback that you would want them to give one another.

In so doing, we can create a culture of feedback that, ultimately, feeds our students' interests and "nudges" passions forward, making those piles of papers on our desks feel a bit more manageable as we engage students through authentic response.

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Make It Count: Providing Feedback as Formative Assessment

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Giving feedback that is non-evaluative, specific, timely, and goal-related will provide students with opportunities to revise and improve their work and deepen their understanding. Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible.

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Dive deep into effects of learning and achievement...

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Dive deep into effects of learning and achievement...

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Why are so many of our teachers and schools so successful? John Hattie at TEDxNorrkoping

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Larrakeyah Primary School - VisibleLearning and Professor John Hattie

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John Hattie on creating a culture of ‘collaborative expertise’

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Introduction to the Visible Learning Research

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Which ones resonate with you?
Which ones identify with Springmyer?

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John Hattie Learning Intentions & Success Criteria

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VideoScribe on John Hattie's Visible Learning

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Uploaded by Michael Wamsley on 2014-08-06.