What is the nature of evidence that makes a difference to learning? By: John Hattie

We must be more mindful of the “interpretations” we wish to make from any data collected as it is the “interpretations” that are critical, rather than data itself.

There is still philosophy that assumes teachers know how and what data to collect to best enhance learning. We are losing the minds and hearts of the students (particularly during early adolescence, when disengagement is already a “cool” attribute) and we are also losing the voters as their belief about the quality of schooling declines.

One form of accountability assumes that if only we could name, shame, and blame with evidence we could get those teachers operating at higher levels of efficiency. Another form of accountability assumes if only we could collect sufficient system-wide evidence, we could convince the parents not to be critics.

We need models of school/teachers/student accountability located at the system and school level that maximizes the probability of enhancing learning and outcomes. We must develop an accountability system that is located from the student level upwards, directly involving and influencing the teacher and principal level, as such a system is more likely to have major effects on the quality of teaching and learning.

Connecting Assessment with Learning

Assessment for learning should be part of effective planning of teaching and learning.

This involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).

Learners learn best when...

• Involving pupils in their learning: Pupils and staff are fully involved in deciding next steps in their learning and identifying who can help. They should be given advice about how to go about making improvements.

• High Quality interactions: Classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses.

• Feedback: Pupils and staff are given timely feedback about the quality of their work and what they can do to make it better. We should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation.

• Sharing criteria: Pupils, staff and parents are clear about what is to be learned and what success would be like. They should understand clearly what they are trying to learn, and what is expected of them.