Tag Archives: Hattie

Marking and feedback: Less is more?

Posted on 31/01/2014 by evidenceintopractice

Formative marking and students responding to feedback has been a focus recently. It’s important that we do not allow these strategies to become uniform or mechanical. An interesting blog article by David Didau explains some of the pitfalls of ‘force … Continue reading →

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Limitations of meta-analysis

Posted on 28/01/2014 by evidenceintopractice

Here’s an interesting blog article looking at how effect sizes of educational interventions (as measured by standardised reading and maths tests) decline as students get older. It’s an important caveat to bear in mind when looking at meta-analyses of effective … Continue reading →

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Meta-analysis of ‘what works’

Posted on 21/06/2013 by evidenceintopractice

A meta-analysis is an analysis of a large number of studies and is used to try to draw out a general pattern from a very large number of results. Meta-analyses of educational research have become more popular in recent years, … Continue reading →

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