Over a decade ago, Rob Coe and other researchers at the Sutton Trust authored What makes great teaching? Review of the underpinning research (2014). In this influential review, the authors identified several ‘poor proxies’ for learning; these are indicators that may lead observers to assume learning is taking place, but in actuality may not be related to learning.

Examples included: 

• Students are busy; lots of work is done (especially written work) 

• Students are engaged, interested, and motivated 

• Students are getting attention, such as feedback and explanations 

• Classroom is ordered, calm, and under control 

• Curriculum has been “covered” (i.e., presented to students in some form) 

While many of the factors above are generally desirable in a classroom, such as engagement and positive behaviours, the key message is that they are not reliable indicators of meaningful learning. They are therefore poor proxies. Coe has consistently argued that a better indicator for learning is when students are actually thinking hard. 

Poor proxies and feedback

The first time I encountered the concept of ‘poor proxies’ was during a presentation by Rob Coe in 2016 at the Festival of Education at Wellington College. This was a significant moment in my professional development. It challenged assumptions I had previously accepted, encouraged me to reflect on my classroom practice, and inspired me to learn more about how learning actually happens. 

The idea of poor proxies can also be applied to feedback. Some well-intentioned feedback practices may look good to students, parents or observers, but they do little to actually improve learning. Lesson time is too precious to waste on practices that do not move learning forward! 

Extensive written comments

Lengthy written comments may appear impressive, but if students do not read, understand or act on them, the impact is minimal. Quantity of feedback does not equal quality. 

Feedback stamps and stickers

Stamps or stickers can be motivating, particularly for younger learners, and may provide recognition for effort. However, they are not a guarantee of feedback that advances learning. On their own, they provide little information about how a learner is doing. 

Generic praise

Praise can have benefits, such as boosting confidence and motivation. However, generic statements like ‘Well done,’ or ‘Excellent!’ are limited as feedback. Instead, Doug Lemov (2021) promotes the use of ‘Precise Praise’ which highlights specific actions or decisions to praise.

For example:

“Excellent decision, Jack, to get your body behind the ball before controlling it, that stopped it from bouncing away.”

“Well done, Hannah, for checking and measuring twice before cutting. That accuracy means your pieces fit together neatly!”

Specific praise gives students something concrete to be proud of and to continue doing. Generic praise rarely moves learning forward—and can even imperil learning! 

Ticks and flicks

Tick marks can indicate that work has been checked and confirm accuracy. While useful for monitoring, they provide little information to help students improve. And the little information is ambiguous—does the tick mark mean that the answer is right? Or just that the teacher has seen it?  

Towards better indicators of feedback

Ultimately, a strong proxy for effective feedback is not what the teacher has written, stamped or said, but what the student has done with it. Dylan Wiliam and Siobhan Leahy reflect this with their advice to teachers:

“The only thing that matters with feedback is the reaction of the recipient. That’s it. Feedback, no matter how well designed, that the student does not act upon is a waste of time” (2015). 

Evidence of effective feedback should ultimately be found in the progress learners make, as a result of acting on it. 

Turn feedback into impact. Discover how the Great Teaching Toolkit can help you focus on what really improves learning.

References

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust. https://www.suttontrust.com/our-research/great-teaching/  

Lemov, Doug. Teach like a champion 3.0: 63 techniques that put students on the path to college. John Wiley & Sons, 2021. 

Wiliam, Dylan., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International.