“Data is important, but more important is the teacher’s interpretation – how validity they make interpretations that then led to them enhancing/changing their instruction so that students’ progress. If there is no progression either the data was wrong, or the interpretation was wrong. I have argued we have over emphasised the ‘data’ and not spent enough on the ‘interpretation’. If measurement people for example, provided more interpretative information from the data from assessments this would make a huge difference. When we ask “Know thy Impact” we use data from many sources to then make interpretations – from test scores, artifacts of student work and assignments, from talking with students, and from observing students as they are undertaking their lessons” (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?