“Evaluation is asking about the merit, worth and significance of implementation – what have I taught well, who have I taught well, and what magnitude is the impact of what I have taught. Evaluation involves making value judgments about the adequacy of my impact on all my students. My advice is for teachers to work together to evaluate their claims about impact – yes, they talk a lot about resources, students but the request is to critique lessons for the increasing complexity of cognitive demands, the enjoyment of the challenges in the lesson, and the impact based on the artifacts from these lessons – hence the power of collective evaluative impact. This requires school leaders to create the time and space for this to happen, to build the trust, to provide the resources to evaluate the impact, and to provide the professional learning opportunities to capacity build these evaluative thinking skills. (And if there is a whiff of accountability then the trust vaporizes)” (John Hattie, personal communication, August 19, 2018).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?