For the learning process to be effective, feedback provided to pupils should be at the forefront of teaching practice. According to Hammond and Yeshanew (2007) there is an evident link between feedback provided and pupil attainment levels. Konold, Miller and Konold (2004) have stated that feedback provided to pupils should provide information on how they are performing. Furthermore, it should not only focus on what aspects are successful but also those that could be developed.
Due to COVID-19 restrictions, the practitioner enquiry was carried out remotely opposed to within the classroom or in a practical setting. As all tasks and assignments were online during the time of the enquiry taking place, the main focus was to identify a method of providing feedback to the pupils that was both feasible and effective. Pupil feedback was the main focus of this enquiry, and Microsoft Forms provided a platform which delivered feedback instantly to the pupils. This ensured learners were engaged and adhered to tasks whilst feedback was administered quickly as possible.
William (2009) states that immediate feedback provides scope for pupils to move forward with their learning. By facilitating a method which provided this, it would ensure the pupils were able to progress with their learning through instant feedback with suggestions and solutions.
The aim of this enquiry was to determine the effectiveness of Microsoft Forms and the role this has in providing feedback; particularly during the online learning phase. The enquiry focused specifically on the types of feedback pupils preferred and how the implementation of Microsoft Forms benefitted this.