Growth in every learner: understanding student progress

For many schools, measuring achievement is familiar and comfortable, while progress is harder to define – though it can be more meaningful. As we discussed in our webinar, both are key to understanding student progress. In this blog, we explore the difference between the two and how we can have productive conversations about student growth.

Achievement vs progress 

Grades alone don’t give us the full picture of a student’s success. A single grade shows where a student is at a point in time, but it doesn’t tell us where they started, how far they’ve come, or what learning has taken place along the way. 

Achievement reflects attainment against a standard. Progress, however, is about growth over time – the development of knowledge, skills. understanding and confidence as learning unfolds.  

A student may achieve highly without making meaningful progress, while another may make significant progress even if their attainment remains below an expected benchmark.  

Schools are often more familiar with measuring achievement than recognising progress. Both matter, but when achievement is viewed in isolation, important learning can be overlooked.  

Considering progress alongside achievement gives us a more complete and more human picture of student growth – and supports teaching practices that recognise and respond to the needs of all learners. 

Considering progress alongside achievement 

The two should be recognised as working side-by-side, not separately. Looking at data on progress can show success that a grade alone doesn’t – and on the other side of the spectrum, can highlight where high-achieving students aren’t progressing but merely coasting. 

As such, looking at both means schools can support all learners, not just those who are struggling the most. 

Fundamentally, considering progress next to achievement provides deeper insight and enables more productive conversations that lead to effective learning interventions. 

Teacher impact and visible learning 

As a teacher, it’s sometimes hard to know your impact – especially in systems that value achievement over all else. 

Visible learning focuses on helping educators better understand the impact they are having on student learning by making learning more ‘visible’ to both teachers and students. 

When learning is visible, students are more likely to: 

• Know what they are learning and why 

• Understand what success looks like 

• Receive actionable feedback 

• Be able to explain what they need to do next in their learning 

Visible learning centres teachers as evaluators of their own impact. It is learner-focused, encouraging teachers to focus more on how students are learning. 

Learner-focused practice is key in encouraging progress and is a way for educators to evaluate their students’ learning rather than just covering content. 

By doing this, visible learning creates a productive culture with an open dialogue around feedback and professional growth, with teachers using evidence to understand what works best for their students. 

Benefits of visible learning 

When learning is made more visible, it can create conditions for greater student confidence, motivation and engagement in learning. It creates environments where students are more willing to participate, reflect and take ownership of their progress over time – which, vitally, supports improved outcomes in the long term. 

Adopting visible learning practices also supports teachers’ practice. Self-reflection and evaluation give insight into their students’ learning that enables teachers to identify where they’re succeeding and areas for improvement. 

Ultimately, this both improves student outcomes and supports professional growth. 

Using data to start productive conversations on progress 

We often use data to assess success – looking at a cohort’s exam results, for example, is a common way to see achievement. But examining data of that same cohort over time shows us progress, for example across a term, semester or academic year. 

Using student progress data to support better conversations 

If we are using data to highlight progress, it's key to reframe how we look at it. 

It’s important to acknowledge it as a starting point, rather than being an end goal. Progress data opens conversations around what’s working and what isn't; it highlights the questions we should be asking. 

However, progress data is most useful as a tool for collaboration and for making improvements; it's key that it isn't used to make judgements about students or teachers.

To summarise: 

• Don’t look at progress data as the result – see it as a starting point to inform the improvements you need to make 

• Progress data is most powerful when used for collaboration, not judgement 

A shared staff understanding of the role data plays is key to ensuring productive conversations and collaboration. That is, staff need to know it isn't being used to assess their performance. 

Reflective questions 

• How does your school currently define success? 

• How is progress recognised and celebrated? 

• Do students know what they are learning and why? 

• How often do staff talk about impact, not just results? 

• What conversations could data help you have more effectively? 

Deepening conversations around learning and success 

Our ‘Beyond Grades: celebrating growth in every learner’ webinar explores how schools can deepen conversations about student success, progress and impact. Topics covered include: 

• The difference between progress and achievement  

• Practical methods for tracking and visualising both  

• Strategies to develop assessment capable learners: success criteria, feedback, rubrics 

• Collaborative planning and dialogue 

To explore these ideas further in practice, watch the webinar on demand for free. 

Watch the webinar

Frequently asked questions 

What is the difference between student progress and achievement? 

Progress refers to growth (for example grades from across the year), whereas achievement is a positive result in isolation (for example results from one exam). 

How can we use data to improve student learning? 

Data provides a starting point for conversations around learning. Identifying what is going well and what isn’t helps us to understand where changes need to be made. 

What is visible learning? 

Visible learning is an evidence-informed approach that makes learning progress observable by using research-identified, high-impact teaching practices – especially: 

• Clear learning intentions 

• Formative assessment 

• Feedback 

• Metacognitive instruction 

Visible learning focuses the teacher’s work on measuring and increasing the impact their instruction has on student achievement. 

What does effective feedback look like? 

Effective feedback is feedback that is actionable and lets students know what they need to do next. 

What does it mean to support diverse learners? 

Supporting diverse learners means using inclusive teaching practices – that is, adapting teaching to a range of different needs. 

The first step in this is recognising that different learners have different needs, and differentiating teaching accordingly (for example, setting different tasks for different students or groups). 

Recognising growth over achievement is also key – that is, celebrating progress in all its forms. 

Why does it matter to address individual learning needs? 

Addressing individual learning needs creates an inclusive environment that: 

• Gives all students a sense of belonging 

• Shows students the value of diverse experiences 

• Helps students achieve, improving outcomes 

• Gives everyone the opportunity to thrive, regardless of their needs