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Tracking academic progress
July 6, 2017 @ 4:30 pm - 6:00 pm$22
What judgements should be made about the performance and progress in our schools and to what extent should these dictate change in local policy and or practice?
Prof. John Hattie makes a case for tracking progress using an effect size (Cohen’s d) to measure progress against a achievement. Prof Dylan Wiliam is among those critical of the use of meta-analyses and effect sizes in education. Does this make Hattie’s work invalid?
Another school of thought argues that whilst progress is important, a better tool for assessing progress is to plot student achievement against aptitude.
It is difficult to fault an argument that our students should make a year’s progress for a year of schooling and that they should produce work in line with their ability, but how easy it is for the average classroom teacher to track this? The tracking that we might apply at a system or school level is not generally the same as that with which we should be asking teachers to engage.
In this afternoon seminar we will examine both methods of tracking progress and consider to what extent they are of value to educational leaders and/or the classroom teacher.
Participants will develop a clear understanding of the calculation of Hattie’s effect size and the role of moderation in measuring progress.
Who should attend?
School leaders, heads of learning areas and classroom teachers interested in evidence-based decision making.
AiTSL standards addressed in this workshop:
- 6.2.3 Highly Accomplished Standard – Engage in professional learning and improve practice
- 5.1.3 Highly Accomplished Standard – Assess student learning
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