For teachers maximizing impact on learning

PARTLY
PARTLY
GENERALLY
STRONGLY
DISAGREE
DISAGREE
DISAGREE
AGREE
AGREE
AGREE
1
2
3
4
5
6
Inspired and passionate teaching
1.
All adults in this school recognize that:
a. there is variation among teachers in their impact on student 
1 2 3 4 5 6
learning and achievement;
b. all (school leaders, teachers, parents, students) place high value 
1 2 3 4 5 6
on having major positive effects on all students; and
c.  all are vigilant about building expertise to create positive effects 
1 2 3 4 5 6
on achievement for all students.
2.
This school has convincing evidence that all of its teachers are 
1 2 3 4 5 6
passionate and inspired – and this should be the major promotion 
attribute of this school.
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A
Checklist for ‘visible
learning inside’
APPENDIX

3.
This school has a professional development program that:
a.  enhances teachers’ deeper understandings of their subject(s);
1 2 3 4 5 6
b.  supports learning through analyses of the teachers’ classroom 
1 2 3 4 5 6
interactions with students;
c.  helps teachers to know how to provide effective feedback;
1 2 3 4 5 6
d.  attends to students’ affective attributes; and
1 2 3 4 5 6
e.  develops the teacher’s ability to influence students’ surface 
1 2 3 4 5 6
and deep learning.
4.
This school’s professional development also aims to help 
teachers to seek pathways towards:
a.  solving instructional problems;
1 2 3 4 5 6
b.  interpreting events in progress;
1 2 3 4 5 6
c.  being sensitive to context;
1 2 3 4 5 6
d. monitoring learning;
1 2 3 4 5 6
e. testing hypotheses;
1 2 3 4 5 6
f.  demonstrating respect for all in the school;
1 2 3 4 5 6
g.  showing passion for teaching and learning; and
1 2 3 4 5 6
h.  helping students to understand complexity.
1 2 3 4 5 6
5.
Professionalism is this school is achieved by teachers and 
1 2 3 4 5 6
school leaders working collaboratively to achieve ‘visible 
learning inside’.
Planning
6.
The school has, and teachers use, defensible methods for:
a.  monitoring, recording, and making available on a ‘just-in-time’ 
1 2 3 4 5 6
basis, interpretations about prior, present, and targeted student 
achievement;
b.  monitoring the progress of students regularly throughout and 
1 2 3 4 5 6
across years, and this information is used in planning and 
evaluating lessons;
c.  creating targets relating to the effects that teachers are expected 
1 2 3 4 5 6
to have on all students’ learning.
7.
Teachers understand the attitudes and dispositions that 
1 2 3 4 5 6
students bring to the lesson, and aim to enhance these so that 
they are a positive part of learning.
Appendix A
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8.
Teachers within the school jointly plan series of lessons, with 
1 2 3 4 5 6
learning intentions and success criteria related to worthwhile 
curricular specifications.
9.
There is evidence that these planned lessons:
a.  invoke appropriate challenges that engage the students’ 
1 2 3 4 5 6
commitment to invest in learning;
b.  capitalize on and build students’ confidence to attain the 
1 2 3 4 5 6
learning intentions;
c.  are based on appropriately high expectations of outcomes 
1 2 3 4 5 6
for students;
d.  lead to students having goals to master and wishing to 
1 2 3 4 5 6
reinvest in their learning; and
e.  have learning intentions and success criteria that are explicitly 
1 2 3 4 5 6
known by the student.
10.
All teachers are thoroughly familiar with the curriculum – in 
1 2 3 4 5 6
terms of content, levels of difficulty, expected progressions – 
and share common interpretations about these with each other.
11.
Teachers talk with each other about the impact of their teaching, 
1 2 3 4 5 6
based on evidence of student progress, and about how to 
maximize their impact with all students.
Starting the lesson
12.
The climate of the class, evaluated from the student’s 
1 2 3 4 5 6
perspective, is seen as fair: students feel that it is okay to say 
‘I do not know’ or ‘I need help’; there is a high level of trust and 
students believe that they are listened to; and students know 
that the purpose of the class is to learn and make progress.
13.
The staffroom has a high level of relational trust (respect for 
1 2 3 4 5 6
each person’s role in learning, respect for expertise, personal
regard for others, and high levels of integrity) when making 
policy and teaching decisions.
14.
The staffrooms and classrooms are dominated more by 
1 2 3 4 5 6
dialogue than by monologue about learning.
15.
The classrooms are dominated more by student than teacher 
1 2 3 4 5 6
questions.
16.
There is a balance between teachers talking, listening, and 
1 2 3 4 5 6
doing; there is a similar balance between students talking, 
listening, and doing.
Checklist for ‘visible learning inside’
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17.
Teachers and students are aware of the balance of surface, deep,  1 2 3 4 5 6
and conceptual understanding involved in the lesson intentions.
18.
Teachers and students use the power of peers positively to 
1 2 3 4 5 6
progress learning.
19.
In each class and across the school, labelling of students is rare.
1 2 3 4 5 6
20.
Teachers have high expectations for all students, and constantly 
1 2 3 4 5 6
seek evidence to check and enhance these expectations. The 
aim of the school is to help all students to exceed their potential.
21.
Students have high expectations relative to their current learning 
1 2 3 4 5 6
for themselves.
22.
Teachers choose the teaching methods as a final step in the 
1 2 3 4 5 6
lesson planning process and evaluate this choice in terms of 
their impact on students.
23.
Teachers see their fundamental role as evaluators and 
1 2 3 4 5 6
activators of learning.
During the lesson: learning
24.
Teachers have rich understandings about how learning involves 
1 2 3 4 5 6
moving forward through various levels of capabilities, capacities, 
catalysts, and competencies.
25.
Teachers understand how learning is based on students needing
1 2 3 4 5 6
multiple learning strategies to achieve surface and deep 
understanding.
26.
Teachers provide differentiation to ensure that learning is 
1 2 3 4 5 6
meaningfully and efficiently directed to all students gaining the 
intentions of the lesson(s).
27.
Teachers are adaptive learning experts who know where 
1 2 3 4 5 6
students are on the continuum from novice to capable to 
proficient, when students are and are not learning, and where 
to go next, and who can create a classroom climate to attain 
these learning goals.
28.
Teachers are able to teach multiple ways of knowing and 
1 2 3 4 5 6
multiple ways of interacting, and provide multiple opportunities 
for practice.
29.
Teachers and students have multiple strategies for learning.
1 2 3 4 5 6
Appendix A
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30.
Teachers use principles from ‘backward design’ – moving from 
1 2 3 4 5 6
the outcomes (success criteria) back to the learning intentions, 
then to the activities and resources needed to attain the 
success criteria.
31.
All students are taught how to practise deliberately and how to 
1 2 3 4 5 6
concentrate.
32.
Processes are in place for teachers to see learning through the 
1 2 3 4 5 6
eyes of students.
During the lesson: feedback
33.
Teachers are aware of, and aim to provide feedback relative to, 
1 2 3 4 5 6
the three important feedback questions: ‘Where am I going?’; 
‘How am I going there?’; and ‘Where to next?’
34.
Teachers are aware of, and aim to provide feedback relative to, 
1 2 3 4 5 6
the three important levels of feedback: task; process; and self- 
regulation.
35.
Teachers are aware of the importance of praise, but do not mix 
1 2 3 4 5 6
praise with feedback information.
36.
Teachers provide feedback appropriate to the point at which 
1 2 3 4 5 6
students are in their learning, and seek evidence that this 
feedback is appropriately received.
37.
Teachers use multiple assessment methods to provide rapid 
1 2 3 4 5 6
formative interpretations to students and to make adjustments 
to their teaching to maximize learning.
38.
Teachers:
a.  are more concerned with how students receive and interpret 
1 2 3 4 5 6
feedback;
b.  know that students prefer to have more progress than 
1 2 3 4 5 6
corrective feedback;
c.  know that when students have more challenging targets, this 
1 2 3 4 5 6
leads to greater receptivity of feedback;
d.  deliberately teach students how to ask for, understand, and use 
1 2 3 4 5 6
the feedback provided; and
e.  recognize the value of peer feedback, and deliberately teach 
1 2 3 4 5 6
peers to give other students appropriate feedback.
Checklist for ‘visible learning inside’
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The end of the lesson
39.
Teachers provide evidence that all students feel as though they 
1 2 3 4 5 6
have been invited into their class to learn effectively. This 
invitation involves feelings of respect, trust, optimism, and 
intention to learn.
40.
Teachers collect evidence of the student experience in their 
1 2 3 4 5 6
classes about their success as change agents, about their levels 
of inspiration, and about sharing their passion with students.
41.
Together, teachers critique the learning intentions and success 
criteria, and have evidence that:
a.  students can articulate the learning intentions and success 
1 2 3 4 5 6
criteria in a way that shows that they understand them;
b.  students attain the success criteria;
1 2 3 4 5 6
c.  students see the success criteria as appropriately challenging; and
1 2 3 4 5 6
d.  teachers use this information when planning their next set of 
1 2 3 4 5 6
lessons/learning.
42.
Teachers create opportunities for both formative and summative 
1 2 3 4 5 6
interpretations of student learning, and use these interpretations 
to inform future decisions about their teaching.
Mind frames
43.
In this school, the teachers and school leaders:
a.  believe that their fundamental task is to evaluate the effect of 
1 2 3 4 5 6
their teaching on students’ learning and achievement;
b.  believe that success and failure in student learning is about what 
1 2 3 4 5 6
they, as teachers or leaders, did or did not do . . . We are change 
agents!
c.  want to talk more about the learning than the teaching;
1 2 3 4 5 6
d.  see assessment as feedback about their impact;
1 2 3 4 5 6
e.  engage in dialogue not monologue;
1 2 3 4 5 6
f.  enjoy the challenge and never retreat to ‘doing their best’;
1 2 3 4 5 6
g.  believe that it is their role to develop positive relationships in 
1 2 3 4 5 6
classrooms/staffrooms; and
h.  inform all about the language of learning.
1 2 3 4 5 6
Appendix A
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61

B
The 900+ meta-analyses
APPENDIX
NO
TE:
Meta-analyses added since 
Visib
le Lear
ning
(2009) ar
e shaded.
NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
STUDENT
Prior achievement
1
Student
Boulanger
1981
34
62
1.09
0.039
Ability r
elated to science lear
ning
2
Student
Hattie & Hansfor
d
1983
72
503
1.19
Intelligence and achievement
3
Student
Samson, Graue, 
1983
35
209
0.31
Academic and occupational 
W
einstein & W
alber
g
performance
4
Student
Kavale & Nye
1985
1077
268
0.68
Ability component in pr
edicting
special ed students
5
Student
Cohen
1985
108
108
0.37
0.015
College grades and adult
achievement

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
6
Student
McLinden
1988
47
2,220
47
0.61
Blind vs sighted on spatial tasks
7
Student
Br
etz
1989
39
26,816
39
0.39
College to adult success
8
Student
Schuler
, Funke & 
1990
63
29,422
63
1.02
High-school grades to university 
Bar
on-Boldt
grades
9
Student
Fabram
1991
33
825
275
0.52
0.060
Language ability of special ed
students on achievement
10
Student
Rush
1992
100
236,772
404
0.48
Dif
fer
ences in at-risk students
11
Student
Pibur
n
1993
44
186
0.80
Prior ability on science
achievement
12
Student
Er
nst
2001
23
1,733
32
0.41
Early cognition and school
achievement
13
Student
Kuncel, Hezlett 
2001
1753
82,659
6589
0.52
0.005
High-school grades to university 
& Ones
grades
14
Student
Murphy & Alexander
2006
20
50
0.80
Knowledge, beliefs, and inter
ests
on conceptual change
15
Student
T
rapmann, Hell, 
2007
83
83
0.90
High-school grades to university 
W
eigand & Schuler
grades
16
Student
Duncan et al.
2007
6
228
0.35
Pr
eschool to first years of
schooling
Piagetian programs
17
Student
Jor
dan & Br
ownlee
1981
51
6,000
65
1.28
Piagetian tasks and r
e
ading and
maths
Self-r
eported grades
18
Student
Mabe & W
est
1982
35
13,565
35
0.93
Self-evaluation of achievement
19
Student
Falchikov & Boud
1989
57
5,332
96
0.47
Self-assessment in college
20
Student
Ross
1998
11
60
1.63
Self-assessment in second
language

21
Student
Falchikov & Goldfinch
2000
48
4,271
56
1.91
Self-assessment in college
22
Student
Kuncel, Cr
ede & 
2005
29
56,265
29
3.10
0.026
Self-assessment of college GP
A
Thomas
23
Student
Kuncel, Cr
ede & 
2005
29
29
0.60
0.034
Dif
fer
ences between self and 
Thomas
recor
ded grades
Cr
eativity
24
Student
Kim
2005
21
45,880
447
0.35
Relationship between cr
eativity
and achievement
Attitudes and dispositions
Personality
25
Student
Hattie & Hansfor
d
1983
115
1197
0.07
0.007
Personality on achievement
26
Student
O’Connor & Paunonen
2007
23
108
0.10
Big Five and achievement
27
Student
Por
opat
2009
80
341,385
634
0.21
Big Five and achievement
28
Student
Chu, Saucier & Hafner
2010
164
164
0.21
W
ellness on achievement
29
Student
Clarke
2006
9
9
0.24
Active coping on achievement
30
Student
T
rapmann, Hell, Hir
n
 
2007
58
17,493
258
0.05
Big Five and achievement with 
& Schuler
university students
31
Student
Boyd
2007
50
130
0.06
Extraversion on achievement
32
Student
L
yubomirsky
, King 
2005
46
46
0.54
Happiness on achievement
& Diener
Self-concept
33
Student
Hansfor
d & Hattie
1980
128
202,823
1136
0.41
Self-concept
34
Student
Muller
, Gullung & Bocci
1988
38
838
0.36
Self-concept
35
Student
Holden, Moncher
, 
1990
25
26
0.37
Self-ef
ficacy
Schinke & Barker
36
Student
Multon, Br
own & Lent
1991
36
4,998
38
0.76
Self-ef
ficacy
37
Student
Carpenter
2007
48
12,466
48
0.70
Self-ef
ficacy
38
Student
Wickline
2003
41
48,038
41
0.35
Self-concept

NO.
DOMAIN
AUTHOR
YEAR
NO. TOT
AL
NO. 
MEAN
SE
V
ARIABLE
STUDIES
NO.
EFFECTS
39
Student
V
alentine, DuBois 
2004
56
50,000
34
0.32
0.010
Self-concept
& Cooper
Motivation
40
Student
Ugur
oglu & W
alber
g
1979
40
36,946
232
0.34
0.070
Motivation
41
Student
Findley & Cooper
1983
98
15,285
275
0.36
0.039
Inter
nal locus of contr
ol
42
Student
Whitley & Frieze
1985
25
25
0.56
Success vs failur
e attributions
43
Student
Ross
1988
65
65
0.73
0.093
Contr
olling one’
s study
44
Student
Schiefel, Krapp & 
1995
21
121
0.65
0.02
Inter
est and achievement
Schr
eyer
45
Student
Kalechstein & Nowicki
1997
78
58,142
261
0.23
0.010
Inter
nal locus of contr
ol
Concentration/persistence/engagement
46
Student
Feltz & Landers
1983
60
1,766
146
0.48
Mental practice on motor skill
lear
ning
47
Student
Datta & Narayanan
1989
23
45
0.61
Concentration on achievement
48
Student
Kumar
1991
16
4,518
102
1.09
0.035
Engagement in science
49
Student
Cooper & Dorr
1995
19
6,684
26
0.21
0.030
Race on need for achievement
50
Student
Mikolashek
2004
28
268
0.03
Resilience for at-risk students
Reducing anxiety
51
Student
Hembr
ee
1988
46
28,276
176
0.22
Reduced test anxiety
52
Student
Seipp
1991
26
36,626
156
0.43
Reduction of anxiety on
achievement
53
Student
Bourhis & Allen
1992
23
728
0.37
Lack of communication
appr
ehension
54
Student
Ma
1999
26
18,279
37
0.56
Reducing anxiety towar
ds maths
and achievement

Attitude to content domains
55
Student
Willson
1983
43
638,333
280
0.32
Attitudes to science
56
Student
Bradfor
d
1991
102
241
0.29
Attitude to mathematics
57
Student
Petscher
2010
32
224,615
118
0.32
Attitude to r
eading and
achievement
58
Student
Ma & Kishor
1997
143
94,661
143
0.47
Attitude to mathematics