Amy Dunbar

Primary Teacher

St Patricks's Primary Shotts

  • Assessment For Learning

The Effect of Instant Verbal Feedback on Pupil Learning

Rationale

The Scottish Government has a significant focus on raising attainment within the classroom. This is evident as a priority throughout North Lanarkshire Council and as a group we believe that focusing our enquiry on instant verbal feedback will lead to a positive development of how children understand their feedback and how they use this feedback to influence the next stage of their learning. We found as a group that small changes within the class, such as focusing on child engagement in feedback could be a steppingstone to help to raise attainment. The Scottish Government Framework for Assessment (2011) explains that timing is essential for feedback and feedback helps children identify their next goal and it also allows for support to be put in place to benefit the learner. Brookhart (2017) states that feedback can only improve a child’s learning if they have a chance to use it. She expresses that the best way to ensure that feedback is effective is to use it soon and if possible, instantly. Hattie (2007) highlights that the timing of feedback is essential to how powerful and effective it will be. Mehta (1995) expresses that instant feedback allows for a student to participate, evaluate, reflect and adapt their own performance is a short period of time which creates a fun and successful learning environment. Therefore, due to the time constraints on teachers to ensure we are Getting it Right for Every Child (GIRFEC) it has led to our enquiry of instant verbal feedback and exploring the most stimulating, positive approach which will be most beneficial for our learners.

Aims

The aim of this enquiry was to evaluate the success of instant verbal feedback as a formative assessment tool and the impact this has on teaching and learning in a classroom setting.

Download Practitioner Enquiry