Visible learning: a synthesis of over 800 meta‐analyses relating to achievement

By M. Carter. 2009

7,255 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/89c622f711c10e1bdc0c8e50b9ca4bd6936c73b7

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2013, methodology): “In the case of this meta-analysis, one would need 76 extra studies with an overall effect size of 0 to obtain a small mean weighted effect size of 0.2 (Hattie, 2009).”
Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, background): “Meanwhile, the phrase ‘evaluation-based evidence’ is considered to comprise meta-analyses or syntheses such as those produced by Hattie (2011) or the Sutton Trust-EEF’s Teaching and Learning toolkit (Sutton Trust-EEF 2013).”
Cooperative Learning: Review of Research and Practice. (2016, methodology): “Students do not elaborate on information, do not ask thought-provoking questions, and do not spontaneously draw upon prior knowledge without some relevant external guidance (King, 2002). Chinn, O’Donnell and Jinks (2000) also observed that students rarely engage in high-level discourse or explanator”
PISA and high-performing education systems: explaining Singapore’s education success (2016, background): “11 quality and level of student academic learning (Hattie 2009; also see Darling-Hammond and Youngs 2002; M. Kennedy 2010).”
Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS (2017, background): “Motivation has been shown to be a robust predictor for student performance [48], [49].”
Corpus Use in Language Learning: A Meta-Analysis. (2017, background): “…on far wider bases, such as whether computer-assisted language learning (CALL) is effective (e.g., Grgurović, Chapelle, & Shelley, 2013; Felix, 2008), whether language instruction makes a difference (Norris & Ortega, 2000, 2001), or what factors affect educational achievement (Hattie, 2009).”
Using learning analytics to scale the provision of personalised feedback (2019, background): “RH2, on the other hand, seeks to verify that the personalised messages have an impact on academic achievement as documented in other studies (Hattie, 2008; Kluger & DeNisi, 1996).”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, positive): “4 for achievement as reported by Hattie (2009). However, in interpreting the effect size for achievement, it should be taken into account that achievement measures were not subjected to the same rigorous criteria we applied to the attitude scales. Standardized achievement tests are rare in this corp”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “At the center of formative assessment is the concept of feedback (Hattie & Timperley, 2007). The impact of formative assessment arises from the strength of the feedback provided to students about their learning and to teachers about their teaching (Andrade, Lui, Palma, & Hefferen, 2015). According t”
Teacher learning in the context of a continuing professional development programme: A case study (2015, positive): “Feedback is one of the most powerful tools teachers can use to enhance student learning and achievement (Hattie, 2009).”