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"At Kaizena, we understand that effective feedback is an extremely important part of the learning process. From book reports to math assignments, students rely on their teachers and peers to guide them in the pursuit of improvement. We're building tools that make it incredibly easy for teachers to provide high quality feedback to students. When students have the support they need to improve, learning happens."

"As in Visible Learning, the (updated) rank order of those factors that have the greatest effect size in student achievement will be of interest to every teacher, administrator, and education professor. Here is the rank-ordered list of the top effect sizes, with a half-dozen removed by me because they either refer to programs unknown outside of Australia & New Zealand - Hattie's home base - or they refer to sub-sets of students (e.g. the learning disabled). And I am going to provide a bit of suspense with this list. I want you to guess which two factors come next after what is listed below; you'll see why I wanted to add a bit of intrigue by the end. (I have also starred the factors that have an effect size of .7 or greater since these are significant gains): Student self-assessment/self-grading* Response to intervention* Teacher credibility* Providing formative assessments* Classroom discussion* Teacher clarity* Feedback* Reciprocal teaching* Teacher-student relationships fostered* Spaced vs. mass practice* Meta-cognitive strategies taught and used Acceleration Classroom behavioral techniques Vocabulary programs Repeated reading programs Creativity programs Student prior achievement Self-questioning by students Study skills Problem-solving teaching Not labeling students Concept mapping Cooperative vs individualistic learning Direct instruction Tactile stimulation programs Mastery learning Worked examples Visual-perception programs Peer tutoring Cooperative vs competitive learning Phonics instruction Student-centered teaching Classroom cohesion Pre-term bi

We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality"