John Hattie

The current study sought to investigate Hattie & Timperley’s Feedback Model implementation
in one of the UAE international schools. The model was presented as part of the Visible
Learning Programme, where feedback works on four levels: task, process, self-regulation, and
self. According to Hattie and Timperley, the learners have to answer three questions through
the learning journey: Where am I? How Am I going? Where to next? The study adopted the
deductive method to collect primary data from experienced teachers who practised Visible Learning for 2-3 years. Survey questionnaires included semi-structured questions to find the impact of applying the Model on provoking student self-regulation. The Model’s three questions supported learners to determine their place in the learning process and decide what they have to work on in the next step. The Model provided the teachers with an explicit feedback framework to offer opportunities for self-assessment and peer-assessment. Findings were
positive as the highest score indicated that students valued teacher feedback and learners’ response to peer-assessment was encouraging.

Blind spots in visible learning. When maximized learning is the goal a number of other problems become irrelevant. Drawing on a systems' theoretical functional analysis I compare possible problems and relevant knowledge as they are formulated in three educational handbooks that have had impact on Danish teacher education through the last 100 years. I show that the current focus on individual learning and correlations as form of knowledge is not at all evident as the only way of problematizing what goes on in a school class.