What works and what doesn’t related to student achievement

I was going through some notes today and found 3 references to John Hattie’s meta-analyses of 800 studies relating to student achievement.

Additionally, there’s a great breakdown of what works and what doesn’t with regard to student achievement at the Learning and teaching website.

The top of the list are: student feedback, student prior cognative ability, instructional quality, and direct instruction.

With regard to educational technology integration and the top of the list, this quote is important, “The most simple prescription for improving education must be “dollops of feedback”.

I could go in many directions with this one… like how often do we give adequate feedback to students on their work?  Do we just write “Good Job!” or “You could do better” on the paper and hand it back?

How often are students able to use Internet-based publishing tools to solicit authentic feedback from outside their schools? In large part is this encouraged? Do most teachers know how to carry this out?

How often do we invite outside experts into our class to provide feedback on student work?  Could we use VOIP for this on a regular basis?

There are lots of good questions in the top of the list that I think we could tackle using no-tech, low-tech and high-technology.


John Hattie also describes the effects in his paper located here: http://www.visionschools.co.nz/assets/documents/john_hattie.PDF (PDF)

ATHERTON J S (2010) Learning and Teaching; What works and what doesn’t [On-line] UK: Available: http://www.learningandteaching.info/teaching/what_works.htm Accessed: 2 November 2010

Posted via email from Houtman’s Thoughts on Education and Technology

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  1. November 17, 2010

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What works and what doesn’t related to student achievement

by Ron Houtman time to read: 1 min