Hattie's synthesis identifies lesson study, formative evaluation of teaching, discussion of learning, and feedback as instructional factors with high effect sizes on student learning¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lesson study (effect size 0.90), formative evaluation of teaching (0.90), discussion of learning (0.82), and providing feedback (0.80) are among the instructional factors with the greatest impact on student learning outcomes. → Center on School Turnaround at WestEd 2018

Evidence¶

Center on School Turnaround at WestEd 2018¶

Center on School Turnaround at WestEd. (2018). Thought Leadership Forum brief: Formative assessment and agency as drivers of instructional transformation. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED592990

q2 · i? · design · r1

The brief reports Hattie's meta-analytical synthesis of "hundreds of studies," with Table 1 printing effect sizes: Lesson Study 0.90, Formative Evaluation of Teaching 0.90, Discussion of Learning 0.82, Providing Feedback 0.80. The brief attributes these figures to Hattie's visible learning research rather than computing them itself.

"Hattie reviewed and synthesized hundreds of studies to identify which instructional factors have the greatest impact on student learning/outcomes."

Discussion¶

Related Claims¶

• Feedback improves learning by a medium amount on average, but its effect varies widely with the information it carries, and a substantial share of feedback effects are negative — the general claim this finding bears on, with the studies behind it

• Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it

• A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — related
• CALL is at least as effective as traditional teaching: the synthesis meets the minimal d=0 (or Hattie's d=.4) expectation
• Feedback Most Effective At Task And Process Levels — related