Experimental/control studies
Perhaps one of
the more unique aspects of the research on
this model is that a growing number
of experimental/ control studies have been conducted by practicing
teachers on the effective of specific strategies in their classrooms (see Haystead
and Marzano, 2010). This is unusual in the
sense that these studies are
designed to establish a direct
causal link between elements of the model and student achievement . Studies that use correlation analysis techniques
(see next section) can established link between elements of a
model and student achievement, but causality cannot be easily inferred.
Other evaluations models currently used
throughout the
country appear to rely
more heavily or exclusively on correctional data regarding the relationship between there elements and
studies achievement
The date, over
300 experimental/ control
studies have been conducted. These studies involved over 14,000
students and 300
teachers across 38 schools in 14 districts. The average effect
size for strategies addressed in the
studies was 42, with some studies reporting effect sizes
of 2.00 and higher. An average effect size of 42 sis
associated with a 16 percentile point
gain in student achievement. Stated
differently, on average when
teachers use the classroom strategies and behaviours in the
model, their typical student achievement increased Robert J Marzano 2011.
By 16
percentile points. However, even larger gains (e.G) those associated
with effect sizes as high as 2.00) can be realized if speci-c Strategies are used in speci- ways
Correlations studies
As
mentioned above, correlational
studies are the most common
approach to exmainign the validity of
an evaluation model. Such studies
have been and continue to be conducted on various elements of
the Marzano Teacher Evaluation
model. For example such a study was conducted in the state of
Oklahoma as a part of their examination
of elements related to student achievement
in K- 12 schools (See what works in Oklahoma schools. Phase I report and what works in Oklahoma
school: phase ii report by Marzano research
laboratory, 2010 and 2011,
respectively ). These studies involved 59 schools, 1,117 teachers,
and over
13,000k-12 students.
Collectively, the reports indicate positive relationships with various elements particularly in the phases ii report. Suing
state mathematics and reading test data 96% of the 82
correlations (ie, 41
correlations for mathematics and 41 for reading ) were found to be
positive, with some as high as 40 and
greater. A 40 correlation translates to an effect size
(ie standardized mean difference ) of 87.
Which is associated with a 31 percentile
point gain in student achievement. These studies also aggregated data across the nine design questions in
domain 1. All correlations were positive for this aggregated data. Seven of those correlations ranged from
33 to 40.
These correlations translate into effect sizes of 70
and higher. Relatively large
correlations such as these were also reported for the total number of
domain 1 strategies used
by teachers in a school, implying a school wide effect for the use of
the model. Specially, the number of domain
1 strategies teacher used in
school had a 35 correlation with reading presidency, and a 26 correlation with mathematics presidency.
Technology studies
Another unique
aspect of the research conducted on the
model is that its effects have been examined in the context of technology.
For example, a two year study was conducted to determine (in part )the relationship
between selected elements from
domain 1 and the effectiveness of
interactive whiteboards in enhancing student achievement (see final report:
a second year evaluation study of promethean activclass room by haystead and marzano, 2010a) . In all, 131
experimental/control studies were
conducted across various grade levels.
selected elements of domain 1
were correlated with the effect sizes for use of the interactive whiteboards. all correlation for domain
1 elements were positive, with
some as high as 70. This implies that
the effectiveness of interactive
whiteboards as used in these
131 studies was greatly enhanced
by the use of domain 1 strategies
Summary
in summary, the
marzxano teacher evaluation model was designed using literally
thousands of studies conducted
over the pastve or more decades, and published in books that have been widely
used by k-12 educators. In addition ,
experimental/ control studies have been conducted that establish more
direct causal linkages with enhanced student achievement than can be made
with other types of data analysis.
Correlation indicating positive
correlations between the elements
of the model and student as to
its effects on the use of technology (ie interactive whiteboards), and found it to be highly correlated with the
effectiveness of that technology
USES OF THE MODEL ACROSS THE COUNTRY
The model is
being used in a variety of states, districts, and schools across the country. At a formal level, the states of
New York, New Jersey, and Florida employ the model as a whole or in part as the
basis for teacher evaluation . it is
also being piloted or considered in a number of other states (e.g. Oklahoma and
Missouri). ADDITIOANLLY, a growing number of districts across the
country have adopted or adapted he model as the
basis for teacher feedback and development 9EG CHRERRY CREEK PUBLIC SCHOOLS, Denver, Colorado, Adams school district 50,
Westminster, Colorado, and Rockwall school district, Rockwall, Texas )
consultants for Marzano research laboratory
use the model as the basis for teacher evaluation and feedback in all professional development conducted with individual
schools. Thus, the model is also being used as the basis for professional
development in a wide variety of schools across
the country. Web based tools for
gathering aggregating, and reporting data on teacher status and growth are available from
learning science international
REFERENCES
Haystead, M.W and Marzano, R J (2010A) final report:
a second year evaluation study
of
peomethean active classroom. Englewood, CO: Marzano research laboratory
(marzanoreseach com) .
Haystead,
M.W and Marzano, R J (2010B) Meta
–analytic synthesis of studies
conducted as
marzano research laboratory on
instructional strategies . englsewood, Co : marzano research laboratory (marzano research com).
Marzano,
R.J (2003) what works in schools,
Alexandria, VA. ASCD
Marzano,
R.J (2006) classroom assessment and grading that work Alexandria, VA. ASCD
Marzano,
R.J (2007) the art and science of
teaching . Alexandria, VA. ASCD
Marzano,
R.J Frontier, T & Livingston D (2011) . Effective Supervision: Supporting
The Art and science teaching Alexandria,
VA: ASCD.
Marzano,
R.J Pickering , D.J and Pollock, J.E (2001)
classroom management that
Works.
Alexandria, VA ASCD
Marzano,
Research Laboratory (2010) what works in oklahoma schools:
Phase
I report. Englewood, CO
Marzano,
research laboratory (marzanoresearch com).
Marzano,
Research Laboratory(2011) What Works in
Oklahoma Schools : Phase II
Report. Englewood, CO
Marzano,
research laboratory(marzanoresearch.com)