Assessment is for Learning (AifL), in its many forms, has become a central tenet of Scottish education, highlighted in the Curriculum for Excellence (2008) policy:
The approaches to assessment developed through Assessment is for Learning provide a sound platform to support this planning. Learning, teaching and assessment should be designed in ways that reflect the way different learners progress to motivate and encourage their learning. To support this, all learners should be involved in planning and reflecting on their own learning, through formative assessment, self and peer evaluation and personal learning planning. (Scottish Government, 2008)
In light of this, the need for dynamic learning and teaching and assessment is essential, as is the emphasis on ‘reflecting’- ultimately the discussion in this enquiry. Indeed, a defining principle of AiFL is effective feedback provided by teachers to their learners using professional judgement (Scottish Government, 2008); in turn, Jones (2005) argues that the value of the feedback is dependent on two factors: the quality of the feedback and how learners receive and ultimately use it. McLean concurs, claiming both positive and constructive feedback throughout learning can impact upon self-esteem, engagement and motivation by scaffolding learning and thus improving pupil attainment and achievement (McLean, 2003).
The aim of this enquiry is to investigate the effect of using instant/live feedback to pupils in the classroom. In particular, the short term impact on pupil motivation, confidence, and attainment was recorded and analysed.