What has 30 years of evidence in education shown us? John Hattie University of Melbourne.

What has 30 years of evidence in education shown us?

John HattieUniversity of Melbourne

1. The contested nature of “evidence”

2. There is a practice of education

a. Almost everything enhances achievement>

-.51

-.46

- -.5

0 -

.41

- -.4

5 -.

36 -

-.40

-.31

- -.3

5 -.

26 -

-.30

-.21

- -.2

5 -.

16 -

-.20

-.11

- -.1

5 -.

06- -

.10

-.01

- -.0

5.0

0-.0

5.0

6-.1

0.1

1-.1

5.1

6-.2

0.2

1-.2

5.2

5-.3

0.3

1-.3

5.3

6-.4

0.4

1-.4

5.4

6-.5

0.5

1-.5

5.5

6-.6

0.6

1-.6

5.6

6-.7

0.7

1-.7

5.7

6-.8

0.8

1-.8

5.8

6-.9

0.9

1-.9

5.9

6-1.

001.

01-1

.05

1.06

-1.1

01.

11-1

.15

1.16

-1.2

01.

21-1

.25

1.26

-1.3

0>1

.31

No.

of e

ffect

s

d=.40

2. There is a practice of education

a. Almost everything enhances achievement

No.

of e

ffect

s

– We know some of the low and high influences

– The quality of moderators in articles is poor

– .4 is an average not a minima

Learning strategies 90+% are surfaceTeacher questions 90+% are surfaceLesson observations 90+% are surfaceTest analyses 90+% are surfaceVisible Learning 90+% are surface

We privilege a surfacegrammar of schooling

3. We are obsessed with surface level knowing

4. I am an EVALUATOR of my impact

• Nature

• Magnitude

• Pervasiveness

• Causes

5. Scaling up

• Autonomy is the basis of teacher

professionalism

• Children/my class is unique

• Sparse literature on scaling up

• The power of licensing

6. We continue to ignore the evidence

• Biggest critics are the “experts”

• Politicians, parents, teachers want the

structural influences that support them and

leave them alone to get on with the task

• Educators are not prepared to back excellence

in their profession

7. There is a future• The move to collect teacher judgements not collecting test scores

– Seeing tests as feedback to teachers

– Seeing score reporting as the start (not end) of testing

• The move from debates about outcomes to evidence based on scaling up

• The recognition of “collaborative action” across

& within schools over teacher autonomy

• Re-litigating the purpose of schooling

– years growth for years input

– learning and growth as much as achievement

Teaching is

Diagnose

Interventions

Evaluate

The growth of “knowing thy impact”

Competing models of influence

Evidence as probabilities

Growth of qualitative synthesis

New models of teaching