The major argument of this presentation is to move the discussion away from data towards interpretations, from student outcomes to teaching successes and improvements, and from accountability models located about schools to located first in the classroom to support such evidence-based teaching and learning.The asTTle model, which has been developed in New Zealand, will be used in the Keynote presentation to demonstrate such a model. By locating evidence in the classroom we can improve the quality of information and interpretations sent to students, parents, Ministries, Ministers, and thence the community.We can influence the major agent that influences student and learning – the teacher, can highlight the debate about what is worth teaching, and, most importantly, can begin to establish a teacher-shared language about the achievement progression. The model is based on target setting, on ensuring the implementation of the curricula, and by comparisons to appropriate national and local standards of performance.The major sources of evidence relate to diagnosis and formative assessment models and are centred on three major questions: Where are we going? How are we going? and Where to next? All analyses can be conducted at the individual as well as at the cohort, class, and school levels.The evidence can also be used to contest deeply held beliefs about what should be undertaken in the name of curriculum reform, and can lead to asking direct questions about where the curriculum needs to be reformed, and where it should be left alone.
Hattie, John, "What is the nature of evidence that makes a difference to learning?" (2005).