The Visible Learning research has achievement as its focus. The research covers the typical range of achievement expected in schooling contexts. It includes many outcomes related to numeracy and literacy, as well as social studies, science etc. It includes many formats including standardized tests, state tests, teacher made, researcher made tests, etc. Of course, there are many other outcomes of schooling such as retaining students’ interest in learning, affective, health outcomes as well as respect for self and respect for others. John has kept to one outcome as it is so important.
Articles in this section
- Why does the Visible Learning research use effect sizes?
- Why do you use an effect size of d=0.40 as a cut-off point and basically ignore effect sizes lower than 0.40?
- What is the preferred timescale over which an effect size can be calculated?
- Is there a bias when using effect sizes in favor of lower achieving students?
- What caution should I take when calculating an effect size?
- Why are effect sizes used when conducting meta-analysis?
- Why can an effect size of 0.40 be gained in a shorter timeframe?
- Can effect sizes be added (or averaged)?
- How accurate are the conclusions drawn from meta-analysis?
- How can the variability associated with each influence be evaluated?