eq-ees-teacher-evaluation

assisted instruction and video technology, had a medium effect size of d = 0.52 on student achievement.
References:
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Marzano, R. J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
WestEd. (n.d.). Research base: Using technology to support diverse learners. San Francisco, CA: Author. Available from
http://www.wested.org/pub/docs/tdl/research.htm
4.3 Teacher employs individual and collaborative learning strategies
Aligns with InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways.
Hattie (2009) notes that there seems to be universal agreement that cooperative learning is effective, especially when
contrasted with competitive and individualistic learning. Meta-analyses that compared cooperative learned versus
heterogeneous classes showed a medium effect size of d = 0.41. The effect size for cooperative learning versus
individualistic learning was d = 0.59. Cooperative learning was found to have a prime effect on enhancing interest and
problem solving provided it is set up with high levels of peer involvement. Marzano et al. (2001) also cite several studies
on the benefits of cooperative learning, particularly when a variety of criteria are used for grouping students. Flexible
grouping strategies have been found to yield positive results on student learning (Castle, Deniz, & Tortora, 2005). A review
of literature on self-regulated learning (Zumbrunn, Tadlock, & Roberts, 2011) showed that learning strategies such as
independent reading practice were a valuable predictor of students’ reading comprehension scores.
References:
Castle, S., Deniz, C., & Tortora, M. (2005, February). Flexible grouping and student learning in a high-needs school.
Education and Urban Society, 37(2), 139-150. Available from http://eus.sagepub.com/content/37/2/139
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for
increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Zumbrunn, S., Tadlock, J., & Roberts, E. (2011, October). Encouraging self-regulated learning in the classroom: A review of
the literature. Richmond, VA: Metropolitan Educational Research Consortium, Virginia Commonwealth University.
Missouri’s EDuCATor EVALuATioN sYsTEM