Half of the Statistics in Visible Learning are wrong (Part 2) In an earlier post we discovered that John Hattie had admitted (quietly) that half of the Statistics in Visible Learning were incorrect.
John Hattie uses two statistics in the book, the ‘Effect Size’ and the ‘CLE’. All of the CLEs are wrong through-out the book. Now, I didn’t really know why they were wrong, I thought, maybe he was using a computer program to calculate them and it had been set up incorrectly. I didn’t know. Until I received this comment from Per-Daniel Liljegren. “Now, when preparing the very first seminar, I was very puzzled over the CLEs in Hattie’s Visible Learning. Should not the CLE be some integral from -infinity to d divided by the square root of 2?” And if you grab your copy of Visible Learning and check, he’s right! He never received a reply to his letter. If we look at this article that tells us how to calculate the CLE – How to calculate the Common Language Effect Size Statistic - we see that dividing by the square root of 2 actually finds the z value. 1. 2.
Nanabarb sur Twitter : "The limitations of data. Exec brainstorm @georgiac... Let%27s_Measure. Matt Esterman sur Twitter : "Data in education: "over the counter" @gregwhitby @DeniceScala @jca_1975 @cpaterso via @SydEduTechGroup #aussieED" Teachers as the Drivers—Not the Subjects—of Reform. Amanda Datnow reflects on the importance of using data for continual improvement.
In “Data Use—For Equity” (Educational Leadership, Feb. 2015), Datnow and coauthor Vicki Park offer five principles that promote deeper inquiry around data in schools and districts. For more than a decade, data use has been promoted as a key ingredient in school improvement. And yet, it still feels like data-use reform has come from the top. In many schools I’ve visited, data use is yet another item on the list of things that teachers feel mandated to do. However, I’ve also visited schools in which teachers feel they cannot teach well without carefully looking at student data. Steve Box on Twitter: "Really insightful comment here by @dylanwiliam on. Ha ha ha or should it be ho ho ho! Here's why value-added studies can show teachers make a difference, but not identify more/less effective individuals. School leaders: time to stop trying to use progress data to evaluate teacher performance?
Christina Ribeiro sur Twitter : "Are We As Data-Driven As We Think We Are? Are You The One Executive Out Of Ten Who Isn't Clueless? Grading system for schools gets a fail from Australian Council for Education Research. "I think we can do better than the traditional forms.
": Geoff Masters. Photo: Supplied Grading students from A to E in their twice-yearly reports can fail to help them reach their academic potential, a leading education researcher says. Australian Council for Education Research chief executive Geoff Masters said the traditional grading system was poor at lifting the performance of the brightest students and those struggling to meet expected standards. And the system did not necessarily provide an accurate picture of what students knew and could do at school, he argued. ''It often fails at both ends,'' Professor Masters said. Advertisement He said many schools still used some form of the traditional grading system, and called for an alternative that provided more detailed information about students' academic abilities, progress and improvement during the school year.
Australia falling behind in education due to NAPLAN: Pasi Sahlberg. Warning: Pasi Salhberg says Australia is falling behind in education.
Photo: Damir Klaic-Kljuc Australia puts too much emphasis on NAPLAN testing and blames poor results on the family background of students rather than the inequity in the education system, one of the world's leading educators has warned. Pasi Sahlberg, a former director-general of education in Finland and now a visiting professor at Harvard University, said Australia had a unique chance to tackle educational inequity and be a world leader through its Gonski needs-based funding model. But Dr Sahlberg, who will address the NSW Teachers Federation on Monday, said the federal government's decision not to fund the two most financially significant years of Gonski was ''very surprising'' and a major setback for education.
He said the Gonski model was being cited internationally as one of the best and most equitable funding models in the world, and without it public education in Australia would suffer significantly. Advertisement. ATAR scores a weak predictor of individual student performance. Edchat – A Measure of School Quality. What are the teachers discussing in your school?
My 15 years of working in schools tells me that high school teachers talk firstly about non school issues, secondly about problems with the school administration and thirdly about current progress on the course calendars. Talking about non-school matters is fine as we are only human after all . The other 2 common topics for teacher discourse not only trouble me but also worry education supremo, John Hattie. Here you can hear him discuss a number of issues central to improving education but mainly that quality teacher collaboration within schools is what really drives change for the better. Troublesome assumptions When it comes to talking about education and learning, most teachers still focus on content and one’s progress through it. Quality Reflection Schools must look to increase the quantity and quality of cross-school teacher discussion. Filling a void The Challenge Like this: Like Loading... Related. The Education Endowment Foundation.
Jon Andrews sur Twitter : "Via @wholeboxndice - important reminder about the sea of data, it's collection, use & decision-making #edchat.