Assessment for Learning (AfL) strategies are effective in teaching and learning and the emphasis is very much on involving pupils in their learning and providing opportunities for them to progress. A key feature within AfL is feedback. The Scottish Government (2005) argues that ‘learners learn best, thus improving attainment when learners are given feedback about the quality of their work and what they can do to make it better’. This is highlighted and supported further by various studies illustrating that feedback in the classroom has a significant impact on learning (Education Scotland, 2019). “Feedback closes the gap between what is known and what is desired” (Sadler, 1989). Feedback is essential as it needs to report on what steps are needed to progress and it also needs to be understood and interpreted into action by the pupil in order to be of any success. Therefore, it can be suggested that learning occurs through engagement with feedback and thus it is crucial that feedback is provided daily to allow pupils to be engaged, motivated and willing to improve their success in learning.
Moreover, Education Scotland (2019) states that feedback should be clear and specific, illustrating aspects of the work the learner has completed well, giving next steps to improve the learning. This feedback is effective when given promptly (Conroy et al, 2009).
Therefore, this inquiry focuses on the use of immediate feedback in the classroom, investigating both written and verbal feedback to support and develop learning.
The aim of this enquiry is to explore the use of immediate verbal feedback in the classroom and how it motivates pupils to improve their learning. The enquiry will compare the difference in quality of work (if any) between verbal and written feedback.