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Dr. Poul Nissen
Aarhus University
Copenhagen
The Learning Rating Scale – LRS
International Conference on Educational
Measurement and Evaluation (ICEME 2012)
Manila Philippines
McKinsey&Company, 2007
McKinsey&Company, p. 34
The very best systems intervene at the
level of the individual student, developing
processes and structures within the
schools that are able to identify whenever
a student is starting to fall behind, and
then intervening to improve that child’s
performance.
McKinsey&Company, p. 34
• The system needs to ensure
that every child, rather than just
some children, has access to
excellent instruction
McKinsey&Company, p. 35
• All of the top-performing
systems also recognize that
they can not improve what
they do not measure
Hattie 2009, p. 173When I completed the first
synthesis of 134 meta-
analyses of all possible
influences on achiement
(Hattie, 1992) it soon
became clear that feedback
was among the most
powerful influences on
achievement. Most
programs and methods that
worked best were based on
heavy dollops of feedback.
Visible Learning
Hattie’s data foundation
• 750+ meta-analysis
• 50.000 studies
• 200+ million students
Influences on achievement, Hattie, 2007
Identifying what matters
Effects on achievement• Reducing disruptive behavior in the class .86
• Feedback .72
• Acceleration of the gifted students .60
• Reading Recovery .50
• Integrated curriculum programs .40
• Homework .30
• Individualized instruction .20
• Ability grouping .10
• Open vs. traditional classes .00
• Retention (hold back a year) -.16
• Shifting school -.34
Hattie 2009, p. 173
• When I completed the first synthesis of 134
meta-analyses of all possible influences on
achiement (Hattie, 1992) it soon became
clear that feedback was among the most
powerful influences on achievement. Most
programs and methods that worked best
were based on heavy dollops of feedback.
Feedback from the students to the teacher
When I was presenting these early results in Hong
Kong, a questioner asked what I meant by feedback
and I have struggled to understand the concept of
feedback ever since. The mistake I was making was
seeing feedback as something teachers provided to
students…It was only when I discovered that
feedback was most powerful when it is from the
students to teacher that I started to understand it
better Hattie, 2009, p. 173.
Hattie, 2007, p. 81
Feedback is one of the most
powerful influences on
learning and achievement
Several research findings (Crosnoe, Johnson &
Elder, 2004; Hamre & Pianta, 2005; Hughes &
Kwok, 2006) demonstrate a robust connection
between
• A positive alliance between teacher and students
• The teachers way of teaching
• The teachers’ ability to facilitate the learning
process of the students
• Positive expectation toward the students
performance
LRS The Learning Rating Scale
WWW.DPU.DK/LRS
Nissen, P., Lemire, S., & Andersen,
F. (in press). Giving students a
voice – A preliminary study of the
validity of a ultra brief outcome
measure for students: The
Learning Rating Scale LRS.
Thanks for your attention
