Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement

John Hattie developed a way of ranking various influences in different meta-analyses related to learning and achievement according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”

Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book “Visible learning for teachers“.

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses – up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first visualization of effect sizes related to student achievement. You can compare the entries from Visible Learning (red), Visible Learning for Teachers (green) and Hattie 2015 (blue). Hattie constantly updates this list with more meta studies. Here is a backup of our first visualisation of 138 effects.


Hattie Ranking of Effect Sizes

Click on the image for an interactive visualization of the effect size lists.

Diagram by Sebastian Waack, founder of Edkimo.
Follow me on Twitter. Always happy to talk!

39 comments on “Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement
  1. Tom Barrett says:

    Hi there – thanks for sharing the graphic – not sure if someone has already pointed out to you the error. You have “Classroom Behavioural” with an effect size of 0.8

    I was looking for Classroom Discussion and assume you must have got those mixed up. Classroom Behavioural has an effect size of only 0.62.

    Hope this helps with a revision of the graphic – cheers

    • Sebastian Waack says:

      Hi Tom,
      Thanks for pointing that out! I double checked the issue with Hattie’s two books about “Visible Learning”.
      The list I visualized for this website is related to Hattie (2009) Visible Learning.
      Hattie constantly updates his list with more meta studies. I suggest that your comment relates to an updated list in Hattie (2011) Visible Learning for Teachers?
      Cheers, Sebastian

      • Clare says:

        Can someone help me please? I have seen many different tables of Hattie’s effect sizes and the order and effect size seems to differ quite significantly between them. Why is this? I am trying to use them for an evaluative model and I am confused as to which order and effect size I should use.

        With thanks for any clarification you can offer.

        • Sebastian Waack says:

          Hi Clare,
          As Hattie has updated the ranking in his newer books I would recommend to use the latest version of the list in “Visible Learning for Teachers” which cites over 900 meta studies.

        • Sebastian Waack says:

          the CLE calculations have been wrong in earlier editions of Visibible Learning. The Common Language Effect Size (CLE) is a probability measure and by definition must be between 0% and 100%. This error has been corrected in newer editions and translations of the book. From the very beginning the story of Visible Learning is mainly based on the effect size (Cohen’s d) which are correct.

          Here’s what John Hattie says about about it: “At the last minute in editing I substituted the wrong column of data into the CLE column and did not pick up this error; I regret this omission. In each subsequent edition the references to CLE and their estimates will be dropped – with no loss to the story.” http://leadershipacademy.wiki.inghamisd.org/file/view/Corrections%20in%20VL2.pdf/548965844/Corrections%20in%20VL2.pdf

          • barrie bennett says:

            That is not the main issue. The bigger problem is conceptual. For example, ‘instructional strategies’ is not a strategy … no more than vehicle is a specific vehicle. A child’s wagon, a wheelbarrow, a half ton truck, a five ton truck are vehicles. If we used ‘vehicles’ to move gravel from point A to point B … and we calculated an effect size on vehicles … we suffer from ‘regression towards the mean’; the child’s wagon will look more powerful than it is (a higher effect size) and the 5 ton truck will look worse (a lower effect size). The same issue is with Cooperative Learning. Cooperative learning is a label for a belief system about how students learn; it has approximately 200 group structures that go from simple to complex (Numbered Heads to Think Pair Share to Jigsaw to Group Investigation). To provide an effect size for cooperative learning is imprecise … same problem …. regression towards the mean.

            Also, Concept Mapping (Joseph Novak’s work) is an example of an instructional strategy … he wisely does not provide an effect size for ‘graphic organizers’ — because graphic organizers is not a specific instructional method (that would included, flow charts, ranking ladders, Venn diagrams, Fishbone diagrams, Mind Maps and Concept Maps).

            For a ‘drug’ example, imagine calculating the effect size for 10 mg, 50 mg., 100 mg., and 150 mg of that drug … then averaging them to tell people that this ‘pain medicine’ has an effect size of say .58. Clearly, that is imprecise. cheers, bbb

    • Erica Musselwhite says:

      I am looking at this graph and am curious as to what age group this study was done on when it comes to education.

    • Ann Cerv says:

      Very interesting looking at the things that you do in your classroom that you feel are really getting the ideas across well, and finding out that you may be missing a big chuck of your class just by the way you are presenting material to them!

  2. Matt Lottes says:


    I’ve been reading a book called Spark, by John Ratey. In it, he argues that cardio exercise has a large influence on student success. Does anyone know where this might fit into Hattie’s effects, or any related studies?

  3. Graeme Miller says:

    I note that peer tutoring has a 0.55 effect but mentoring which Hattie states is a form of peer tutoring has a 0.15 effect. How can there be this level of difference? One could assume from this that mentoring is not a particularly worthwhile investment but there would be few people who have achieved eminence in their fields who were not heavily influenced by a mentor.

    • Mike says:

      “Peer mentoring” is a specific kind of program. Likewise, I’m guessing Hattie’s “mentoring” isn’t what you have in mind. If you look at mentoring programs, it’s not like having a single brilliant individual who intimately guides you throughout a period of life. This is very hard to do well in the broader school system. You need way too many mentors to be practical, not to mention paying them and matching them up. Also, not all students respond well. Great people have generally relied on and responded to mentors in their development. But try fixing up a typical student with a typical mentor, and you’ll see it hard to predict the outcome.

  4. Daniel Reeders says:

    Hello, I am about to buy the book but I wondered if someone could just quickly fill me in here on what statistic is being used to represent the effect size, e.g. r or r^2 or z? Thanks.

    • Sebastian Waack says:

      Hello Daniel,
      Hattie uses Cohen’s d to represent the effect size. Cohen’s d is defined as the difference between two means divided by a standard deviation of the pooled groups or of the control group alone.
      Cheers, Sebastian

      • Mark Smith says:

        So in a group with a large standard deviation (e.g wide range of abilities) the effect size for the same improvement in mean always looks smaller than a group with a smaller standard deviation (lower range of abilities)? Hardly seems a valid tool for comparison..

        • Sebastian Waack says:

          Hello Mark,
          effect size d isn’t a perfect measure (that doesn’t exist) but it’s a good and practical approach to compare different sample sizes. Moreover, taking into account the standard deviation helps to better interpret mean differences. Taking your example of a large standard deviation before the intervention (e.g. wide range of abilities): imagine an intervention that results in only a small mean difference. Maybe your intervention has a large effect size d if you manage to bring the group of learners together and lower the standard deviation.

  5. Brad says:

    OK. I am not a statistician but I have some questions about Hattie’s explanation as to how publication bias does not affect his results. You can find the questions here:

  6. Dr John Reddington Ph.D, MAPS says:

    Comprehensive school entry screening is not specifically mentioned
    by Prof. John Hattie. However certain elements are:
    Feedback, Evaluation, Classroom Behaviour, Interventions for
    the Learning Disabled, Prior Achievement, Home Environment, Early Intervention, Parent Involvement, Preterm Birth Weight, Reducing Anxiety, SES. But others are missing eg. The division of Behaviour into Internal and External, the effects of below average Speech-Language level, Resilience, etc.
    The validity of the 20 years research on Parent, Teacher and Child-based school entry screening is contained in Reddington & Wheeldon (2009)which can be sent to Prof. Hattie (also presented at the International Conference on Applied Psychology, Paris, July, 2014).
    Prof. Hattie’s hierarchies are an extremely helpful guide, and checklist, against which to compare the Parent, Teacher and Child based items of the school entry screening system.

  7. Kunal Chawla says:

    I purchased the Visible Learning book and appreciate the ranking and effect sizes.

    Although, there isnt a place anywhere in the book where the intervention labels are explained in detail.

    For instance, what does Piagetian programs mean; what do creativity programs entail; how are repeated reading programs executed?

    Is there a way I can find out more information on what the labels mean to John Hattie?

      • Mark says:

        The explanation in this link is backed up with another link – that second link is to an abstract about a study that compared Piagettian test with IQ tests so see was the better predictor of school performance. It is not very surprising that Piagetian tests were better predictors (since these correspond to school tasks more closely than those of IQ tests).
        The main problem for me is that the study does not deal with ‘Piagetian programs’ (sic) just a test. I am struggling to find an endorsement of ‘Piagetian programs’, though I can find plenty of studies that points out gaps in Piaget’s approach – including Piaget’s own admission (late in life, but all the more creditworthy to acknowledge at that stage) that he was wrong about language being secondary to learning.
        Where are these studies that show strong effect sizes for Piagetian programmes?

  8. Kendra Henry says:

    Hi Mr. Hattie,
    How was your ranking calculated mathematically?

    Do you use the data from visible learning to make your calculations?

    Would you take video submissions to run through your visible learning process complete with transcripts and data analysis?

    Is there a charge for visible learning?

    How long does it take to get feedback?

    I’m fascinated by the idea that you are quantifying teaching strategies and want to better understand the process.

    Kendra Henry

  9. Kendra Henry says:

    Hi Mr. Hattie,
    Is it possible to get access to your powerpoint?
    Kendra Henry

  10. Chuck Bennett says:

    Well, I (stupidly) rented a Kindle version of the VL for Teachers that your link led me to on Amazon. I am trying to learn precisely what is meant by the new top two effects. I didn’t notice that it was the 2012 version, which I already own. (Old eyes shouldn’t buy books on a smartphone, I suppose.)

    If the 2012 list was the Gold Standard of effect sizes, how is it that the 2015 list is topped by two brand-new effects?

    • Sebastian Waack says:

      Dear Chuck,
      Thanks for your comment! I also think about these two brand new effects since I have visualized the new list. Unfortunately John Hattie gives little detail in his paper from 2015. I found this a short introduction video “Collective teacher efficacy” helpful: https://www.youtube.com/watch?v=FUfEWZGLFZE. And I think this is one of the meta-analysis Hattie relates to: Eels (2011): “Meta-Analysis of the Relationship Between Collective Teacher Efficacy and Student Achivement” http://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss
      Best regards, Sebastian

      • Eric Jensen says:


        Question on one of the top effect sizes…

        I looked up and read the dissertation by Jenni Anne Marie Donohoo on Collective Efficacy.

        There is zero mention anywhere in the paper about any effect size over 0.63. Can you find out how Hattie (or anyone) got the 1.57 effect size on collective efficacy?


  11. Timothy Stapleton says:

    It is great to be reading about research from the horses mouth and linking to the practices of our school which our strongly influenced by Hattie

  12. Leo Sutrisno says:

    I’m just wondering way diagnotic and remediation programs to overcome students’weaknesses on science concepts and other diciplines has not been included this review. I have working in this area since 1990. one of this work was appears in may Ph D thesis at Monash, 1990. ‘Remediation of weaknesses in physiscs concencepts’.


  13. JJ says:

    Did I miss ‘focus’? To those of us ‘on the front lines’ one of the most important variables in learning is Focus/lack thereof. Add the co-morbidity of anxiety and depression, it effects that student-teacher relationship, contributes to the lack of retention and big picture learning. Focus, and it’s deficit, will impact not only the student, but the home, the school, the curricula, the teacher, and learning approaches..sigh…

  14. Kevin says:

    Thanks for the diagram Sebastian – what are these effects influencing specifically? It says “learning outcomes” at the start – is there anywhere that the specific learning outcomes are listed, along with how they are objectively measured?

    Kind regards,

  15. Simon Bérubé says:

    Hi there!
    What’s mean classroom behavior ? What’s the definition of this concept ?
    I’m looking forward to see your explanation.

    Have a good day!

  16. richard guidone says:

    Is there somewhere where I can look to see just what topics are included under each heading for effect size? For instance, where would ‘memorization’ as an effect fall under?

  17. Joe V says:

    I have been a Hattie follower since 2009 and really believe in his research. My question is, does anyone know why the 2015 list of 195 influences is not published in later books (i.e. Teaching Literacy in the VL Classroom, 2017)?

155 other websites write about for "Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement"
  1. […] can see the full rankings here, with the teaching effects separated out here. If you haven’t seen this data already, you […]

  2. […] of this articulation is worthless unless it has a positive impact on student learning. According to Hattie’s Visible Learning meta-analyses, integrated curriculum has an impact of only d=0.39 (average). However, professional development […]

  3. […] Hattie Ranking: Influences And Effect Sizes Related To Student Achievement | VISIBLE LEARNING […]

  4. […] Öğrenme metotlarının etki büyüklüğüne göre sıralaması […]

  5. […] is the decisive factor in child development – all of the evidence, from PISA to meta-studies by the likes of John Hattie, points this way. Yet, as Claxton et al. point out, instead of “pursuing an enlightened approach […]

  6. […] maintain ‘standards’ (and as a result, open inquiry as curriculum ranks pretty low on Hattie’s impacts). However, if we focus only on the content, insisting that to be successful all students must meet […]

  7. […] what does Hattie’s meta-analysis say about feedback, micro-teaching, formative evaluation, etc? They are amongst the top approaches […]

  8. […] process more compelling Providing environments/ opportunity for ongoing learning Crucial – effect sizes Challenge: staff development days Building common understandings More considered thinking, […]

  9. […] to Hattie, feedback is one of the top 10 influences on student […]

  10. […] Hattie effect size list of 138 influences across all areas related to student achievement.  […]

  11. […] 138 Influences Related To Achievement – Hattie effect size list […]

  12. […] The work of John Hattie (above) suggests that feedback (with an effect size of 0.73) is well within ‘the zone of desired effects’ i.e. it makes a significant difference to student learning.  If you want to read more about Hattie’s work and ‘effect sizes’ there is more on this here. […]

  13. […] metastudie av metastudiene – Visible Learning rangerer for eksempel ”teacher training” og ”teacher subject matter knowledge” nær bunnen […]

  14. […] savoir davantage sur ses travaux et j’ai été particulièrement impressionné par le « Hattie Ranking », une façon de classifier les différentes influences selon leur niveau […]

  15. […] smaller studies and tried to answer one question: what works in education? Hattie came up with a list of things that drive students’ performance. Turns out that a bunch of them are ultimately […]

  16. […] werden und ergeben so das ‘Hattie-Ranking’. Alle Effektstärken haben einprägsame (englische) Bezeichnungen – das macht es jedoch auch notwendig, genauer hinzusehen, da […]

  17. […] article here where you will find an overview of the Hattie effect size list that contains 138 influences and […]

  18. […] that work, but a measured accounting of which of these work significantly better than most. Among the top ten, at the far end of the statistical curve, feedback – meaning feedback to the teacher – appears. […]

  19. […] we were surprised to discover that ‘students own expectations’ ranked number one on Hattie’s 138 influences relating to achievement. As future educators it is important for us to first understand what this means for our students […]

  20. […] de lues, je n’allais pas ajouter Hattie à la liste… Cela dit, j’étais fort intriguée par l’échelle des 138 influences reliées aux réussites des élèves. En effet, cette nomenclature m’apparaissait s’inscrire dans la recherche de concepts-clés […]

  21. […] Hattie Ranking: Influences and Effect Sizes Related To Student Achievement […]

  22. […] one the most powerful things teachers can provide for students in classrooms is formative feedback. John Hattie’s meta-analysis of educational research places feedback at the top of the instructional hierarchy (0.73 effect size […]

  23. […] also ridiculous. Some of the most effective teacher-influenced instructional strategies included in John Hattie’s research would suggest that “discovering” concepts isn’t always the best way to go. […]

  24. […] of 15 years’ work. The effect sizes Hattie found for various educational factors are ranked here. Kirschner, Sweller and Clark’s 2006 paper Why Minimal Guidance During Instruction Does Not […]

  25. […] instruction, providing quality feedback to teachers, focusing our efforts on strategies that work (Hattie’s work), sustaining this improvement work over time (years), ensuring the parents are informed and […]

  26. […] is formative assessment important? John Hattie’s work Visible Learning details 138 factors that influence student learning, and among them, formative assessment, or “formative evaluation” as he terms it, has […]

  27. […] an analysis of over 800 meta-analyses of classroom strategies, Dr. John Hattie identifies over 130 factors that yield learning results.  Looking at his list, the most effective factors involve the kind of structure and feedback the […]

  28. […] John Hattie’s research and the effect sizes. (10 […]

  29. […] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]

  30. […] Nobody wants to be that teacher – the one who assigns a massive packet of busy work, due the first day back to school, but it is evident that extended vacations result in a reversal of some learning.  This loss of learning increases with grade level, so at the ages we are trying to maximise the use of high-impact teaching and learning strategies, we run the risk of much of that work being undone by Summertime Subsidence (d=-0.02). […]

  31. […] then compared the research from John Hattie and the Sutton Report, noting that in both reports Digital Technology was not even in the top ten […]

  32. […] A: The excellent John Hattie has developed the 138 achievement influencers. Hattie ranked these influencers according to their learning outcome effect size. The average […]

  33. […] the 138 learning influencers from the six areas that contribute to learning (student, home, school, curricula, teacher, teaching […]

  34. […] This is sound theory and although negative beliefs about disadvantaged students may be subconscious, they are still incredibly damaging to students’ self-concept and their outcomes. In addition, Hattie’s Visible Learning notes that the teacher-student relationship is a significant factor in student achievement, with an effect size of… […]

  35. […] jaar een artikel, naar aanleiding van de Learning Tomorrow week. Hij refereert in dit stuk aan de meta-studie van John Hattie en stelt dat docenten onvoldoende geëquipeerd zijn om te bepalen wat wel of niet effectief is. […]

  36. […] detter er kun udvalgte punkter og John Hatties oprindelige liste indeholder mange flere områder. Da flere af lige disse netop er den læring, som indarbejdes i den […]

  37. […] can inform practice and practice can inform research. With this in mind and my recent readings of John Hattie (2014), I am keen to explore some of his project’s findings during my reflective practice. I am not […]

  38. […] 16 000 studies) into a list that is both affirming and at times surprising. You can view his list here. (Note where acceleration appears.) Make sure you read the preamble regarding what Hattie would […]

  39. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa), como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  40. […] Current research suggests that getting feedback right, establishing productive teacher-student relationships, reciprocal teaching and fostering meta-cognitive strategies to help students become better at learning are among the strategies for which there is a robust evidence base for improved outcomes. From this perspective, the first step for any technology based intervention, such as a 1-to-1 strategy, really ought to be ensure that it can support these and other strategies that have been shown to improve student outcomes. […]

  41. […] goal-set and then search for evidence of meeting goals and criteria in subsequent pieces of work. Students as self-assessors = huge impact on learning and achievement! Anne Davies’ examples of co-constructing criteria reminded me of the agency and importance of […]

  42. […] Waack, S. (n.d.). Hattie Ranking: Influences And Effect Sizes Related To Student Achievement. Retrieved from Visible Learning: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  43. […] is a hot topic; it garners much attention and researchers such as Hattie seem to indicate that improving questioning can have a positive impact on student progress.  Tom […]

  44. […] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]

  45. […] for example, class size doesn’t matter, but micro-teaching and feedback does (you can find a brief summary on this site). The most powerful predictor of success is students’ expectation of themselves. So, if you […]

  46. […] Clarity – this is hugely important. Hattie has this as one of his biggest hitters. I agree. Some people out there in the history world are […]

  47. […] I had the opportunity to meet with a small cohort of new teachers and a veteran, henceforth Ms. A (not her real name), who was implementing AFL during my first year in district. She shared her experiences in preparing students for this shift in assessing and grading, as well as how she had to modify her teaching. One of the biggest takeaways from my year with Ms. A had to do with assessments, particularly how to “grade” them. Gone were the days of tabulating points. In came written feedback. I’m not talking about “Nice job!” or “There is an error here.” Descriptive feedback is an extension of scaffolding. Its intent is to guide a student and provide support to help them realize their error, ultimately to learn from and correct it. John Hattie reports that, with an effect size of 0.73, feedback is among the top-10 things that strongly influences student achievement. […]

  48. […] is critically important – it’s right at the top of Hattie’s list of effects (here, here and […]

  49. […] top ten teaching strategies that work. Hattie’s research indicates the supreme importance of clear feedback, measurable achievement, and meaningful formative evaluation. Further, John Dunlosky’s review of the evidence identifies retrieval practice as profoundly […]

  50. […] at 150 of them and put on one scale, the effect on student achievement of these. The full chart is here. An effect size of 0.40 on his scale is what educators should expect and aim for when trying to […]

  51. […] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de métanalyse de la vaste étude menée par Hattie, le genre n’a pas n’impact statistique significatif sur la réussite scolaire. De plus, […]

  52. […] que société faisons-nous une fixation collective sur la réussite scolaire des garçons ? Selon les données de la vaste étude menée par Hattie (synthèse de 800 méta-analyses), le genre des élèves n’a pas n’impact significatif sur la réussite scolaire. Selon le […]

  53. […] in his book Visible Learning for Teachers, shows that there is a limited correlation between class size and student achievement. One thing we don’t pretend is that a teacher’s job is so much more than a focus on student […]

  54. […] in trying to summarise ‘what works’, like the EEF toolkit or Hattie’s Visible Learning, are the starting point rather than the final word in discussions about school improvement or […]

  55. […] His studies in effect sizes relate to how much impact something has on a learner. For example according to his studies “self report grades” are a highly effective teaching tool where as “mobility”  has no impact.    For more information click –> John Hattie […]

  56. […] J., (2014). 138 Influences Related To Achievement – Hattie effect size list. Retrieved from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You […]

  57. […] cited John Hattie’s work analyzing the effect of 138 influences on student achievement. Homework, class size, gender and motivation are some of the influencers on the list. But according […]

  58. […] me semble pédagogiquement efficace, comme en témoigne le classement de Hattie (« Hattie Ranking: Influences And Effect Sizes Related To Student Achievement » : « self-reported […]

  59. […] influence student achievement. The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement. While his work has been criticized in some corners, we can still draw a lot from it and it is a […]

  60. […] examine what makes a difference in education, laptops, and other technology, come way down the ranks. Some educationalists go as far as to describe the use of computers in schools as distractions, […]

  61. […] to take ownership of their learning. Using these principles or other meta studies from the work of John Hattie, could help focus the use of technology and integration efforts in […]

  62. […] enough, teacher subject matter knowledge has been shown to make little difference by John Hattie‘s big data crunch (Despite how others might feel). This also seemed to be the case in Sugata […]

  63. […] “where you want to be.” An emphasis should also be placed on practices that possess significant effect sizes related to student […]

  64. […] par John Hattie, la supériorité nette du Problem solving teaching sur le Problem based learning http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ ainsi que Hattie and Yates, Visible Learning and the Science of How we learn », Routledge, London […]

  65. […] self-assessment on student learning.  Many of us are familiar with the meta-analysis work of John Hattie looking at structures that impact student learning.  At the top of the list is Student […]

  66. […] has identified 138 influences on student achievement and ranked them by degree of effectiveness. Here’s his top […]

  67. […] a identifié 138 facteurs de réussite scolaire et les a classés par degré d’efficacité. Voici son top […]

  68. […] is the biggest single negative impact on student attainment that he found (the full list is at http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/). As all International Schools know, mobility is often unavoidable, and schools such as ours plan […]

  69. […] (5) Voir par exemple le classement établi par John Hattie qui relègue les pédagogies axées sur la découverte ou le jeu bien loin derrière http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  70. […] since I first learned about John Hattie’s Visible Learning, I frequently check this website when I want to know something’s “effect size.” (Hattie conducted a meta-analysis of […]

  71. […] freely available to teachers that can enhance feedback (The Education Endowment Foundation and Hattie have research to suggest this has a significantly positive impact on learning. For balance you may […]

  72. […] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n'évoque des questions technologiques). L'apport des technologies dans l'éducation demeure […]

  73. […] brillant, comme nous le soulignons déjà ou comme le soulignait récemment un rapport Pisa et dans les classement de John Hattie sur les facteurs qui favorisent la réussite scolaire, aucun n’évoque des questions technologiques). L’apport des technologies dans […]

  74. […] and scientists have collected a lot of data over the last decade on how students learn and how teachers can teach more effectively and address the sense of helpless students can feel […]

  75. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  76. […] Interdisciplinaire. Gestion de classe. Motivation. Ressources générales. Différenciation. Thématique. 138 Influences Related To Achievement – Hattie effect size list. […]

  77. […] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]

  78. […] Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“.  This created a lot of “ah-ha” moments among the team in realizing which ideas […]

  79. […] Questioning allows you to: Check learningStretch learningSupport learning What follows are some approaches to maximise your questioning technique so that you can avoid the tumbleweed that blows past as you ask a question to a whole room of learners. Selecting Students It’s important to ensure that questions are spread across the room. AfL in Vocational Learning. T&L Assessment for Learning Tools. 5 AfL Techniques. The Muddiest Point. Formative Assessment. Dylan William Assessment for Learning. 138 Influences Related To Achievement – Hattie effect size list. […]

  80. […] Bók John Hattie: Visible Learning sem kom út 2009 hefur verið kölluð Hinn helgi kaleikur menntamála.  Hattie hefur skilgreint 138 atriði sem hafa áhrif á námsárangur nemenda, þau má sjá hér […]

  81. […] forget that there are a large number of stock markets around the globe and a wide range of other influences on student achievement that we may not even be aware […]

  82. […] Influences and effect sizes related to student achievement (diagram). Retrieved 24 March 2016 from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ 3. Marzano, R.J. (2007). The art and science of teaching. Virginia: ASCD 4. “In the past, […]

  83. […] Hattie Ranking: Influences & Effect Sizes on Student Achievement […]

  84. […] feedback is well known to be one of the most impactful influences on student learning. We all know the extrinsic motivators that drive students (i.e. marks), so […]

  85. […] our last staff meeting we were looking at some of John Hattie’s work from Visible Learning. Of course some of the rankings surprised us–how could it be that class size isn’t that […]

  86. […] had also not come across John Hattie before and so effect sizes were used as a conversation starter. Warnings were given about how reliable his research might be […]

  87. […] the Lead Learner facilitated the team in matching the ideas against Hattie’s research on the “Top Influences and Effect Sizes Related to Student Achievement“.  This created a lot of “ah-ha” moments among the team in realizing which ideas should take […]

  88. […] John Hattie segja að hafi mest áhrif á námsárangur nemenda, en Hattie hefur skilgreint 138 áhrifaþætti sem stýra námsárangri . Þar trónir í fyrsta sæti „self-report grades“. Í þessu myndbandi þar sem Hattie […]

  89. […] matter for children’s outcomes; they must be skilled and supported to meet the learning needs of all the children they […]

  90. […] of influences relative to this ‘hinge point’, in order to find an answer to the question ‘What works best in […]

  91. […] Hattie – Various Influences related to learning and achievement according to their effect size. […]

  92. […] Гораздо более подробная таблица с описанием 195 факторов представлена на сайте исследования  […]

  93. […] out in quite clear terms what does and doesn’t work, based on an enormous meta-analysis. The Hattie Scale shows that tech rates quite low. Meaningful teacher-student interaction, on the other hand, fills […]

  94. […] If you had asked me before reading, I would have placed it as an important contributor, but it surprised me that it topped just about everything else on the list of effect sizes (although, Hattie’s latest book puts two new impacters just above it you can find that here). […]

  95. […] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]

  96. […] it comes to high-yield classroom strategies, it seems that reflective processes pack the most punch.  Analyzing work and really thinking about your thinking is powerful stuff for all learners. […]

  97. […] Hattie’s research over the past few decades has provided educators with some tremendous insight on what truly impacts […]

  98. […] data and follow through conversations to give teachers objective feedback regarding their teaching, Visible Learning and Teaching and student engagement. Many hours were spent discussing classroom observations and follow through […]

  99. […] utilization of high yield strategies. The observation tools were tightly aligned with indicators of high-yield instructional strategies and allow principals to provide immediate, data-driven, focused instructional feedback to teachers […]

  100. […] Task 3:  Expect a year’s worth of progress – Expectations are one of the greatest influences on learning and achievement […]

  101. […] in advisory but also inside the classrooms, can be seen in John Hattie’s newest research  Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement.  Teacher/student relationship has high impact on student learning. If we unpack teacher/student […]

  102. […] At our place, the talk this year is a lot about “alignment and congruence” –setting goals together, working collaboratively, keeping things consistent, moving forward as a learning community. As a leadership team, one of our aims is for all of the stakeholders to be “rowing the boat in the same direction” and we are working hard to develop actions that will enable this to happen. Over the years, two sets of research have impacted my beliefs and consequently my actions, around this issue. The first  is the work of Prof John Hattie from my own home country of New Zealand. His meta-analysis of research http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  103. […] understand poverty and work to change mindsets (both theirs and their students) can be one, if not the biggest factor in making a […]

  104. […] Hattie, director of the Melbourne Educational Research Institute, synthesized more than 800 meta-studies covering more than 80 million students to figure out what specific factors are linked to better […]

  105. […] a man who has examined and ranked an exhaustive amount of education research effects, he still boils it down to this: build the habit of knowing your own impact, rather than just […]

  106. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  107. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  108. […] z nauczycielem oraz z metodami uczenia). Bardziej zainteresowanych odsyłam do stron internetowych (http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/) i do książek Hattiego „Visible learning” oraz „Visible learning for […]

  109. […] little, for instance, about how to help athletes better receive and use feedback. Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]

  110. […] Researcher John Hattie has pored over nearly 1,200 educational studies from around the world to identify the factors that most strongly contribute to student success. Of the 195 independent variables he has identified, self-assessment ranks third on his list. […]

  111. […] of edu research, and resultant ‘league table of all things edu amazing’ published in Visible Learning, is quite polarising – some people believe it’s the most important contribution to […]

  112. […] during a portion of your lesson, or asking the class to “please, be quiet”. We’ve read the research, by Hattie, supporting, “students who talk learn”, what are we doing to students if we are not engaging them in […]

  113. […] Premium’, constituted such labelling. More difficult for some of us, we also debated whether setting students by ability engenders a fixed mindset, both in the students who found themselves in lower sets, and in the […]

  114. […] Drs. John Hattie and Robert Marzano have both published works that show significant increases in student achievement by measure of effect size and percentile scores as a result of providing learners with meaninful […]

  115. […] Hattie, J. (2015) Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement URL: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […]

  116. […] también dentro de las aulas, puede apreciarse en la investigación más reciente de John Hattie Hattie Ranking: 195 Influences And Effect Sizes Related to Student Achievement. La relación docente/alumno tiene alto impacto en el aprendizaje de los alumnos. Si desentrañamos […]

  117. […] ‘ En er is wel wat af te dingen op de roep om dienend leiderschap in het hoger onderwijs. De meta-analyse van John Hattie, onderwijsprofessor aan de University of Auckland, over wat wel en niet werkt in het onderwijs is […]

  118. […] If you’re having a hard time making sense of it all, you should look at this meta-analysis by John Hattie. […]

  119. […] resulting in a ground-breaking book Hattie (2009) Visible Learning where he identified and ranked 138 influences related to learning outcomes ranging from positive to negative effects on […]

  120. […] on Live Time Assessment. He and Craig Davis were so motivated by John Hattie’s work on the 195 influences on student achievement, and the particular finding of the powerful influence of feedback on enhancing student achievement, […]

  121. […] the surface and the content, you’ve got nothing to inquire about. […] The reason it comes out very low on the chart is because most teachers introduce it far too […]

  122. […] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement, Visible Learning website, seen on January 28th, 2017. […]

  123. […] activity in John Hattie’s effect sizes for student achievement does not rank highly. Neither does Sports Particpation in the EEF Toolkit’s list of […]

  124. […] The basic idea is that all (or most) reforms do have some positive effect (some do not). However, not all reforms are equal in effect size, and so should be […]

  125. […] Assuming a proposed intervention involves students doing virtually anything more cognitively challenging than passively listening to lecturing-as-usual (the typical straw man control in education research), then a researcher is very likely to find a positive difference as long as the sample size is large enough. Showing that an educational intervention has a positive effect is quite a feeble hurdle to overcome. It isn’t at all shocking, therefore, that in education almost everything seems to work. […]

  126. […] des résultats plutôt médiocres en comparaison d’autres stratégies d’enseignement (Voir la mega analyse de Hattie à ce […]

  127. […] effect size list – 195 Influences Related To Achievement . Retrieved November 09, 2016, from http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ Hill, J. D., H., & Miller, K. B. (2013). Classroom Instruction that Works with English Language […]

  128. […] metodologie e particolari setting educativi. Il ricercatore neozelandese John Hattie (v. il suo ranking) ne ha misurate ben 195 nella sua ricerca quantitativa sui fattori che influenzano gli esiti degli […]

  129. […] number that’s supposed to tell you what works and what doesn’t. Whatever. Anyway, Hattie ranks about 1,000 different factors that contribute or don’t to academic achievement. At the very bottom of his list is depression, with an effect size of negative .42, which is really […]

  130. […] result of great teaching and student-centered learning environments. We know from John Hattie and his work in Visible Learning that a teacher is one of the most important factors when it comes to student outcomes. Michael […]

  131. […] is a big deal for teaching and learning though I’m struggling to find the effect size on the visible learning website (John […]

  132. […] higher achievement. Teacher-student relationships have an effect size of .0.72, where 0.40 is the hinge point of one years’ academic growth, according the meta-analysis of research by John Hattie in his […]

  133. […] temática de los estudios analizados por Hattie es muy amplia (ver lista completa) como, por ejemplo,  los efectos del calendario escolar, el tamaño de las escuelas, el estatus […]

  134. […] says about impact and effect. Online and digital tools, for example, rank very low on his list of 195 Influences And Effect Sized Related to Student Achievement. How online learning tools are facilitated by educators still matters most to student success. I […]

  135. […] Hattie’s Relative Influences – “Teacher Estimates of Achievement” are at the top! And remember, you have to […]

  136. […] John Hattie’s research-based ranking of best practices in education give homework an effect si… […]

  137. […] Hattie Ranking: 195 Influences And Effect Sizes Related To Student Achievement [Visible Learning.Org… […]

  138. […] dos estudos mais abrangentes sobre fatores que influenciam positivamente a aprendizagem foi desenvolvido pelo pesquisador John Hattie, que analisou mais de 50.000 pesquisas envolvendo 80 milhões de estudantes. Publicado […]

  139. […] John Hattie defines the “hinge point” of learning to be at about a .40 and is where he defines about a year’s growth for a student.  To view Hattie’s effect size chart, you can go here. […]

  140. […] anything above a measurement of 0.4 is showing proof it is effective. There is a list attached here List of Effective Practice which I found fascinating looking at all the things people have said in the past they thought would […]

  141. […] I think the issues discussed pre-date our current era; however, they have been exacerbated by technological change. The underlying issue, which he tackles, is the emphasis on learning to pass, or short-term knowledge. He promotes education through portfolio and people. Watson is particularly cynical about MOOCs and CoOLs which contradicts the research that people and relationships are what make the biggest difference to learning. […]

  142. […] continues to rank the “195 Influences And Effect Sizes Related To Student Achievement” without acknowledging the concerns raised by statisticians. After reading the latest paper which […]

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About Visible Learning
Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers.

Visible Learning plus is a professional development programme for teachers. It provides an in-depth review and change model for schools based on John Hattie's research. With a seminar and support series the Visible Learning plus team helps schools to find out about the impact they are having on student achievement. www.visiblelearningplus.com