Make Progress Visible with Multiple Examples

Sep 6

2 min read

Updated: Sep 11

Multiple examples showing various levels of quality makes the pathway from where learners are now to where they could go next visible.

Rather than displaying “good work”, effective examples can show a progression of work samples, supported by clear success criteria, so learners can compare, notice differences and identify what they could do next. Used well, it becomes a tool for self-assessment, feedback and learner agency; not classroom wallpaper.

What are some key moves for communicating quality using multiple examples?

Create a simple, focused sequence of work samples that learners can understand, access and use to move their learning forward.

1. Start with a specific learning goal (and the learners)

Be clear about what learners are learning and the particular feature of quality you want them to notice.

Avoid trying to show everything that makes a piece of work successful at once. If learners are focusing on paragraph structure, for example, make the progression about paragraph structure; not spelling, vocabulary, punctuation, handwriting and paragraph structure all at the same time.

One clear focus makes it easier for learners to see what changes and what they could do next.

Make sure your exemplars capture the range of quality currently evident through pre-assessment so every learner can find themselves on the progression and have a next step.

2. Show a progression

Select or create a small number of work samples that show increasing quality against that specific goal. Learners should be able to compare adjacent samples and notice what has been added, changed or strengthened. Ask:

What changed?
Why does it make a difference?
What could you try in your work?

3. Make the success criteria visible

Annotate samples to draw attention to the specific features that make a difference. Keep annotations short, actionable and connected directly to the work.

Don’t overload the wall with every possible success criterion. More information does not necessarily mean more support. Too many samples, annotations, colours, arrows and criteria can make it harder for learners to identify what matters.

4. Keep it useful, not beautiful

Before investing time printing, backing, colour-coding and laminating, invest that time in creating a clear progression that makes the learning visible.

The question is not: Does the wall look impressive? It is: Can learners use it to work out what to do next?

A simple sequence created for the learning happening right now may be far more useful than a polished, laminated display designed to last all year.

5. Use language that communicates growth

Avoid labels such as poor, good, great or excellent. Instead, use descriptive language, numbers or visual cues that communicate progress without ranking learners.

6. Make it accessible and activate it

Place the wall where learners can see and use it while they work.

Explicitly model how to compare their work with the samples, notice a difference, select a next step and make a change. Then gradually shift the activation from educator to learner.

The goal is not for the teacher to keep saying: “Go and check.” The goal is for learners to independently think: