“One of my missions is to work above the data (but, if I must, the effect size for assessment capable learners is 1.33) – and the notion of assessment capable students (or self-reported grades) is a higher order concept aiming to unite many critical influences – like student assessment of their work, teacher clarity, use of thinking strategies and others as we discussed in the 2009 book. Indeed, it might even be hard to find studies on this polymorphous notion of ‘assessment capable learners,’ and it is the story we weave in ‘assessment capable learners’ that matters” (John Hattie, personal communication, December 30, 2018).
Articles in this section
- Why has John Hattie changed the term “self-reported grades” to “student expectations?”
- I understand the explanation that students are very good at predicting their performance in terms of their learning but I don’t understand the mechanism or link that has caused such a large effect size?
- What do you feel is the most important element in student engagement?
- How would you advise a teacher that is struggling in the area of engagement?
- If you were teaching a seminar on engagement, what topics would you cover?
- Have you seen any strategies/ideas in the research that have been effective in guiding certain students who appear not to care so that they begin to take ownership and join in the "WANTING LEARNING" as we put this effort in?
- I wondered if you had an effect size for assessment capable learners? This is something my colleagues and I have been discussing and I found an article that quotes you but it did not include an effect size.
- Why is working memory classified under "skill" (which seems to be more about prior achievement/learning), and not under "will" which include "Cognitive capabilities?”
- What is the difference between ‘expectations’ and ‘student expectations’?